Download 2011 Civil War Unit Plan 234

The U.S. Civil War
U.S. History 324—Mr. Moore
Enduring Understandings:
The U.S. Civil War occurred because of regional differences with competing political, social, and economic
beliefs that continue to affect us today.
The U.S. Civil War affected the lives of the American people that caused immediate and longterm effects.
Essential Questions:
1. How has the U.S. Civil War affected the
lives of the American people during this time
period?
2. How has the U.S. Civil War affected the
lives of the American people today?
Vermont Standards and Vital Results:
Being a Historian 6.6: Students use historical
methodology to make interpretations concerning
history, change, and continuity.
Historical Connections 6.4: Students identify
major historical eras and analyze periods of
transition in various times in their local
community, in Vermont, in the United States, and in various locations world wide, to interpret the
influence of the past on the present.
Unity & Disunity 6.14: Students understand the tensions between the forces of unity and those of
disunity in various times in their local community, in the United States, and in various locations worldwide.
Overview:
The time is late 1860, and the nation seems to be inevitably drifting towards a civil war that will last for four
bloody years claiming the lives of over 600,000 Americans.
In this unit plan, the students will become an historian by reading and interpreting a series of articles in the
U.S. Civil War Newsletter that examines how the Civil War socially, economically, militarily, and politically
affected the lives of the American people during this time period.
The students will also be engaged in other activities that include pre-assessments, film observations, group
assignments, and a team competition that will require the student to justify how and why their chosen topic
was the most important event to have occurred during the Civil War.
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Here is a list of the nine CLA questions for us to examine throughout this unit plan. Please note that
these questions will be the questions you will see on your mid-term exam.
1. Explain how the issue of slavery dominated U.S. politics in the early 1850s.
2. Compare and contrast how pro-slavery and anti-slavery factions (groups of people) disagreed over the
treatment of fugitive (runaway) slaves and the spread of slavery to the territories.
3. Explain how in the mid-1850s the issue of slavery and other factors split political parties and led to new
ones.
4. Identify and justify how a series of controversial events heightened the sectional conflict that brought
the nation to the brink of war.
5. Explain and justify why the secession of Southern states caused the North and the South to take
up arms.
6. Explain and justify how President Lincoln made slavery the focus of the war when issuing the
Emancipation Proclamation.
7. Identify and explain how the Civil War brought about dramatic social and economic changes in
American society.
8. Explain and justify how Vicksburg and Gettysburg were key victories that helped the Union wear
down the Confederacy.
9. Explain and justify how the Civil War settled the long-standing disputes over states' rights and
slavery.
Before we can begin our U.S. Civil War study, we need to understand the definition of each of the
affects listed below. Both presidents (Lincoln and Davis) had to deal with these themes on a regular
basis during the war. Therefore, it is important to understand how the forces of unity and disunity
played a role in the social, economic, military, and political issues between and amongst the North and
the South.
Overview of Civil War Affects
Social: What were the reactions of the people from the North, the South, and the international
community before or during or after the battle? How did the Civil War change the role of its citizens?
How did the war change their lifestyles?
Economic: What was the war‟s impact on the region‟s land, cities, resources, and supplies? How did
the war affect the North‟s economy? How did the war affect the South‟s economy? Who prospered
during and after the war?
Military: What losses were incurred on both sides? What was the strategic and/or tactical gain or
advantage? Were the strategies and tactics used by the North or South working? Why or why not?
Political:
To what extent did the battles help or hinder President Abraham Lincoln and/or
Confederate President Jefferson Davis? What frustrations/challenges did both presidents experience?
What forces of unity and/or disunity did both presidents face within their own political region (i.e.
North and South). Be sure to describe how/why the battle‟s military outcome would affect the politics
of the Lincoln and Davis administrations.
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Civil War Lingo
Abraham Lincoln: President of the United States of America during the Civil War.
Jefferson Davis: President of the Confederate States of America during the Civil War.
Robert E. Lee: Top general in the Confederacy. A former Union officer that was offered command of the
Union Army, he later joined the South after his native Virginia seceded.
Stonewall Jackson: Confederate general, known as General Lee's "right hand man;" killed by friendly
fire at the Battle of Chancellorsville.
Ulysses S. Grant: Successful Union general who won battles in the Western Theater before being
promoted as the top commander of the Union Army.
George McClellan: Top Union general at the beginning of the war. An over-cautious general, he was
fired by President Lincoln for failure to press Lee's Confederate troops in Richmond.
William T. Sherman: A successful Union general who implemented the tactic of "total war" in order to
defeat the South. He led a successful military campaign to conquer Georgia, South Carolina, and North
Carolina.
David Farragut: Union naval admiral whose fleet captured New Orleans and Baton Rouge.
Clara Barton: Union nurse during the Civil War, known as an "angle of the battlefield;" founded the
American Red Cross in 1881.
John Wilkes Booth: An American stage actor and Confederate sympathizer who assassinated
Abraham Lincoln on April 14, 1865.
Anaconda Plan: The three-part strategy by which the Union proposed to defeat the Confederacy in the
Civil War.
Emancipation Proclamation: An executive order issued by Abraham Lincoln on January 1, 1863,
freeing the slaves in all regions controlled by the Confederacy.
habeas corpus: The right not to be held in prison without first being charged with a specific crime.
conscription: The drafting of civilians to serve in the army.
border states: Slave states that remained in the Union (Missouri, Kentucky, Maryland, and Delaware).
Gettysburg Address: A speech given by Abraham Lincoln on November 19, 1863 stating that the
purpose of the Civil War was to protect liberty, equality, and democratic ideas.
Copperheads: A group of Northern Democrats who opposed the Civil War and sympathized with the
South.
National Bank Act: Passed in 1863, this helped the Union raise money for the war effort while also
making banking safer for investors by establishing a system of federally chartered banks.
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Name:
Date:
Pre-Assessment Activity #1: “U.S. History Overview #1: Jamestown to the Civil War”
Instructions
1. Log on to the BFA website (www.bfasta.net) and locate Mr. Moore‟s U.S. History 232 webpage;
2. Locate the “Student Links” menu on the right-hand side of the U.S. History webpage;
3. Click on the “U.S. History Overview #1: Jamestown to the Civil War” and respond to the following
written prompts in the space below.
A)
In a short paragraph (3-5 sentences) write down something that you learned while participating in this
activity. What did you learn? What did you find interesting?
B) In a short paragraph (3-5 sentences) write down something that you liked or disliked while participating in
this activity. What did you enjoy about his activity? What suggestions would you have to offer for this
activity?
C) In a short paragraph (3-5 sentences) write down something that you would like to know more about that
was mentioned during this activity.
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Name:
Date:
Pre-Assessment Activity #2: Slavery in America
Please read the article, Special Report: Slavery in America located on the next page and respond to the questions
below.
Forces of Unity and Disunity 6.14
Students understand the tensions between the forces of unity and those of disunity.
1.
Knowledge and Understanding: Who brought slavery to America?
2. Knowledge and Understanding: Where did slavery come from?
3. Knowledge and Understanding: Why did we use Africans as slaves?
4. Apply: Why do you think the slave population increased so dramatically between 1810 and 1860?
5. Analyze: Compare and contrast American slavery to slavery in other cultures. What are the similarities? What
are the differences?
6. Evaluate: What is your personal reaction to the people and/or events in this article? What inspired you? What
frustrated you? What other emotions did you experience?
7. Create: What predictions can you make about the fate of slavery after reading this article?
continue? Why or why not?
Will slavery
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Name:
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Pre-Assessment Activity #3: Interpreting Primary Documents
Instructions
Read and interpret these quotations as I have done for you with #1 as a guided practice. What are these people
trying to say about the times they are living? Do you agree or disagree? Explain.
Guided Practice
1. “Ain‟t I a woman? Look at me. Look at my arm. I have ploughed, and planted, and
gathered into barns, and no man could head me! And ain‟t I a woman? I could work as
much and eat as much as a man—when I could get it---and bear the lash as well! And ain‟t I
a woman? I have borne thirteen children, and seen most all sold off to slavery, and when I
cried out with my mother‟s grief, none but Jesus heard me! And ain‟t I a woman?” --Sojourner Truth speaking at a Woman’s Rights Convention in Ohio (1851)
Interpretation: Sojourner Truth is obviously conveying her thoughts towards equal rights for women and
speaking out against the inequities towards the treatment towards women in the slave culture by citing her
achievements that are comparable to that of any man. She is also speaking out in unison against slavery by
describing its harsh living and working conditions.
2. “We hold these truths self-evident, that all men are created equal, that they are endowed by their Creator with
certain unalienable rights, that among these are life, liberty and the pursuit of happiness.” -Thomas Jefferson
(Declaration of Independence: 1776)
Interpretation:
3. “Can any one of common sense believe the absurdity that a faction of any state, or a state,
has a right to secede and destroy this union and the liberty of our country with it: or nullify
laws of the union; then indeed is our constitution a rope of sand; under such I would not
live…The union must be preserved, and it will now be tested by the support I get by the
people. I will die for the union.” -President Andrew Jackson (November 1832)
Interpretation:
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4. “The earliest civilization of which history gives account is that of Egypt. The Negro was always in contact with that
civilization. For four thousand years he has had opportunities of becoming civilized. Like the wild horse, he must be
caught, tamed, and domesticated…The Southerner is the Negro‟s friend, his only friend. Let no intermeddling
abolitionist, no refined philosophy, dissolve this friendship.” - George Fitzhugh (1854)
Interpretation:
5. “I hate (slavery) because it deprives the republican example of its just influence in the world—
enables the enemies of free institutions, with plausibility, to taunt us as hypocrites—causes the
real friends of freedom to doubt our sincerity.” --Abraham Lincoln (October 16, 1854)
Interpretation:
6. Evaluation: Which quote do you favor? Explain. Which quote do you favor the least? Explain.
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Name:
Date:
Pre-Assessment Activity #4: Primary Document Analysis
Your instructor will divide you into different groups to examine the issues of states’ rights and slavery as they may be
interpreted in our founding documents: The Declaration of Independence, the U.S. Constitution, and the Bill of
Rights. Once you have read over the teacher-provided excerpts from your chosen document, respond to the focus
questions by providing concrete details that supports your justification.
THE DECLARATION OF INDEPENDENCE
Quote #1: “When in the Course of human events, it becomes necessary for one people to dissolve the political bands
which have connected them with another, and to assume among the powers of the earth, the separate and equal station to
which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they
should declare the causes which impel them to the separation…”
What side (North or South) might use these words to justify their argument concerning secession?
Explain.
Quote #2: “…We hold these truths to be self-evident, that all men are created equal, that they are endowed (given) by
their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That to
secure these rights, Governments are instituted (created) among Men, deriving (getting) their just Powers from the
consent (permission) of the governed (people),…”
What side (North or South) might use these words to justify their argument concerning slavery?
Explain.
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Quote #3: “…— That whenever any Form of Government becomes destructive of these ends (violating our natural
rights), it is the Right of the People to alter or to abolish it, and to institute (create) a new Government, laying its
foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their
Safety and Happiness…”
What side (North or South) might use these words to justify their argument concerning secession?
Explain.
Quotes #4 & 5: “…But when a long train of abuses (violations) and usurpations (insults), pursuing invariably (always)
the same Object evinces (creates) a design to reduce them under absolute Despotism (dictatorship), it is their right, it is
their duty, to throw off such Government, and to provide new guards for their future security…”
“…— Such has been the patient sufferance (we have suffered long enough) of these Colonies; and such is now the
necessity which constrains (forces) them to alter their former Systems of Government…”
What side (North or South) might use these words to justify their argument concerning secession?
Explain.
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THE U.S. CONSTITUTION
PREAMBLE: Introduction of the Constitution’s goals
“We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility,
provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our
Posterity, do ordain and establish this Constitution for the United States of America.”
What side (North or South) might use these words to justify their argument concerning slavery?
Explain.
ARTICLE I, SECTION 2, CLAUSE 3: The House of Representatives
“Representatives and direct Taxes shall be apportioned among the several States which may be included within this
Union, according to their respective Numbers, which shall be determined by adding to the whole Number of free
Persons, including those bound to Service for a Term of Years, and excluding Indians not taxed, three fifths of all other
Persons.”
(The above quote from this article marked a compromise on the issue of counting slaves, who could not vote, in the
census that would determine the number of representatives a state would have in Congress. Non-slave states didn’t
want slaves to be counted in the census because slaves were not considered as citizens. According to the North, the
South was manipulating the system. A compromise was settled where for every 5 slaves counted in the southern
population, they would only be counted as 3 people in the official census. This was known as the 3/5ths
Compromise.)
What side (North or South) might use these words to justify their argument concerning slavery?
Explain.
ARTICLE I, SECTION 9, CLAUSE 1: Limits on Congress
“The Migration or Importation of such Persons as any of the States now existing shall think proper to admit, shall not be
prohibited by the Congress prior to the Year one thousand eight hundred and eight, but a tax or duty may be imposed on
such Importation, not exceeding ten dollars for each Person.”
(The above quote from this article basically said that by 1808, the importation of slaves would no longer be allowed
but slavery could still exist. This agreement would cause trouble. Abolitionists pointed to the clause as proof that the
Founding Fathers wanted to do away with slavery. Slavers argued that it provided constitutional protection for
slavery.)
What side (North or South) might use these words to justify their argument concerning slavery?
Explain.
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ARTICLE I, SECTION 10, CLAUSES 1 & 3: Powers Prohibited to the States
“No State shall enter into any Treaty, Alliance, or Confederation; grant Letters of Marque and Reprisal; coin Money; emit
Bills of Credit; make any Thing but gold and silver Coin a Tender in Payment of Debts; pass any Bill of Attainder, ex post
facto Law, or Law impairing the Obligation of Contracts, or grant any Title of Nobility.”
“No State shall, without the Consent of Congress, lay any duty of Tonnage, keep Troops, or Ships of War in time of Peace,
enter into any Agreement or Compact with another State, or with a foreign Power, or engage in War, unless actually
invaded, or in such imminent Danger as will not admit of delay.”
(Basically, the above text outlines what a state may and may not do on its own. States are part of a country. Only a
country has the power to execute the powers you see up above.)
What side (North or South) might use these words to justify their argument concerning secession?
Explain.
ARTICLE IV, SECTION 2, CLAUSE 3: State Citizens, Extradition
“No Person held to Service or Labour in one State, under the Laws thereof, escaping into another, shall, in Consequence
of any Law or Regulation therein, be discharged from such Service or Labour, But shall be delivered up on Claim of the
Party to whom such Service or Labour may be due.”
(Another bonus for slaveholders…this clause protected slave owners from the loss of runaway slaves. Supported by
the Fugitive Slave Act of 1793, slave owners had federal law on their side. Escaped slaves HAD to be RETURNED!)
What side (North or South) might use these words to justify their argument concerning slavery?
Explain.
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THE BILL of RIGHTS
Amendment 4 - Search and Seizure.
“The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and
seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation,
and particularly describing the place to be searched, and the persons or things to be seized.”
What side (North or South) might use these words to justify their argument concerning slavery and/or
secession? Explain.
Amendment 5 - Trial and Punishment, Compensation for Takings.
“No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a
Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or
public danger; nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall
be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without
due process of law; nor shall private property be taken for public use, without just compensation.”
What side (North or South) might use these words to justify their argument concerning slavery and/or
secession? Explain.
Amendment 10 - Powers of the States and People.
“The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the
States respectively, or to the people.”
What side (North or South) might use these words to justify their argument concerning slavery and/or
secession? Explain.
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Name:
Date:
Pre-Assessment Activity #5
Film: “Division”
Overview
Before we begin the film, we may want to take note of a few
events so we can understand the context of why a civil war
would eventually happen.
After we declared and won our independence from Great
Britain, we continued to expand as a country.
1. We finally established a Constitution and a Bill of Rights.
The Constitution basically outlined a plan of government
based on the principles of a republic (representative
democracy).
As a result, three branches of government were created: the
legislative branch (Congress) would create the laws; the
executive branch (the President) would enforce the laws; and
the judicial branch (the national courts) would interpret the
laws.
Additionally, we were able to add 10 amendments to the Constitution that would help protect individual and states’
rights from an overpowering national government.
2. In 1803, Thomas Jefferson helped to win the Louisiana Purchase, which was land that extended from present day
Louisiana all the way up to Montana.
3. In 1820, our nation settled the issue of the balance of power between the slave and free states representing
themselves in Congress by allowing Maine and Missouri as a free state and slave state, respectively. Furthermore,
this Compromise of 1820 established the 36’ 30’ line which allowed slavery below the line and restricted slavery
above the line.
4. In 1836, Texas won its independence from Mexico. Many southerners moved west to Texas to settle their slavedriven plantations.
5. In 1848, the United States defeated Mexico in the ‘Mexican War’ and gained territories that would later become
the states of Arizona, New Mexico, Utah, Colorado, Nevada, and California.
6. In 1849, a massive wave of immigrants traveled to California when gold was discovered.
What does this all mean???
All of the six events described above have to do with a young nation growing by establishing a system of government
while gaining new land through purchase, compromise, war, and discovery. The HUGE question that needs to be
answered is…HOW WILL THESE NEW TERRITORIES BE SETTLED? Will these new territories become ‘slave’ states or
‘free’ states? What is the big deal? Who cares?
CLA Question #1: Based on the Overview of information above, can you explain how the issue of slavery dominated
U.S. politics in the early 1850s in the space provided below? (Hint: think about how our government is formed. How or
where are the people represented in our government? What power does this branch of government possess? How
would this be related to „politics?‟)
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Film Study Guide
Use the film’s outline below to help you follow the film. Then answer the film questions on pages 5 & 6 after you have
watched the film.
Part I: The Modern Era/Industrial Revolution
 Dewitt Clinton and the Erie Canal
 Economic superhighway transporting $15 million of goods per year!!!
 The North becomes a self-sufficient region.
 New York City becomes a ‘boom town.’
Focus Question #1: Based on what you have seen in the film so far, what economic strengths does the North possess?
How might this be different from the economic strengths of the South?
Part II: The Cotton Boom
 Eli Whitney’s Cotton ‘Gin
 By 1850, the South produces 75% of the world’s cotton!!!
 Northern factories are profiting from cotton as well.
 Overproduction of cotton kills the land’s nutrientsthe South wants to open up the western territories to slavery.
Focus Question #2: True or False—Both the North and the South highly value the economic role of cotton in America.
Please explain your response in the space provided below.
Part III: Textile Mills
 Harriet Robinson and the Lowell ‘Spinners’
 Women’s role in factories.
 The demand for clothing and fashion.
Part IV: The Whaling Industry
 John Thompson and the Whaling Industry.
 20,000 runaways hunt for whales in the North.
Focus Question #3: Compare and/or contrast the roles of women and African Americans in the North versus their
roles in the South.
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Part V: The Slave Industry
 Eliza’s struggle to keep her family.
 New Orleans and a $2 billion a year economy.
 Separation of slave families.
Part VI: The Underground Railroad
 Frederick Douglass and Harriet Tubman.
 The Fugitive Slave Law.
 Abolitionists and Uncle Tom’s Cabin.
CLA Question #2: Based on what you have seen in Part V and Part VI of the film, compare and/or contrast how proslavery and anti-slavery factions (groups of people) disagreed over the treatment of slaves.
Part VII: The Western Territories
 Bleeding Kansas
 John Brown
 Harpers Ferry
CLA Question #4: How did a series of controversial events (shown in Part VII) heighten the sectional conflict between
the North and South that brought the nation to the brink of war?
Part VIII: The election of 1860
 Abraham Lincoln.
 Secession of the southern states.
 Civil war.
CLA Question #3: Explain how in the mid 1850s the issue of slavery and other factors split political parties and lead
to new ones.
CLA Question #5: Explain and justify why the secession of Southern states caused the North and the South to take up
arms.
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Name:
Date:
Formative Assessment Activity #1: Civil War Film Questions
Please observe the film and respond to the following questions.
Overview
The Civil War was America‟s first modern war that combined technology, communication, and logistics
together--what happened behind the front lines, would determine the outcome of the war.
1862: Height of the Civil War
One person could prepare 3,000 mini balls a day;
It took the North 33 hours to produce and ship its products to the front line;
Alexander Hunter (CSA) and Horatio Chapman‟s horrific accounts of the battlefield;
2% of the population is killed in the Civil War (600,000 lives).
Focus Question #1: Explain how the mini-ball will increase the death toll during the Civil War.
August 1862: Lee in Virginia
Second Manassas or Second Bull Run: 1700 Union dead;
Lincoln‟s modern war hidden weapon: the railroad;
Lt. George Benedict and 600 troops;
The Northern integrated economy;
The telegraph;
Antietam: 6,000 dead and 17,000 wounded;
Battlefield medicine and amputations;
Surgeons William Watson and Theodore Diamond;
Clara Barton, hygiene, and bromine.
Focus Question #2: How was Lincoln able to use the North‟s industrial might (i.e. industry, railroad,
telegraph, etc.) to his military advantage?
War on Public Opinion
War photography and 200 correspondents cover the war;
The embalming business;
Lincoln‟s ultimatum to the South;
The Emancipation Proclamation;
Black soldiers;
The Gettysburg Address;
Focus Question #3: What impact do you think war photography had on politics during the Civil War? Do you
believe that it helped or hindered the Lincoln administration‟s goals towards the war? Explain.
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CLA Question #6: Explain and justify how President Lincoln made slavery the focus of the war when he
issued the Emancipation Proclamation.
Focus Question #4: How did the Gettysburg Address transform the ideal of the war?
1864: Deadlock
A looming election and Peace Democrats;
Sherman‟s MarchTotal war and the “Scorched Earth” policy;
Atlanta is won and Lincoln‟s re-election;
Sherman‟s march to the sea;
Lee‟s surrender at Appomattox: „validating freedom and the industrial model.‟
The nation is unified and becomes a modern, industrialized economy.
CLA Question #7: Based on what you have seen in this film and read so far, identify and explain how the
Civil War brought about dramatic social and economic changes in American society.
 How did the lifestyles of men and women living in the North and/or the South change as a result of
the Civil War?
 How did the U.S. change economically during the Civil War? How do you think this change will affect
the United States after the war?
CLA Question #9: Although the film may not specifically mention the details of this question, try to explain
and justify how the Civil War settled the long-standing disputes over states‟ rights and slavery.
 How did the Civil War deny any state to leave the Union?
 How did the Civil War put an end to slavery?
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Name:
Date:
Newsletter Worksheet #1: Overview and North and South Differences
Read the first two articles in your Civil War Newsletter titled, “Overview” and “The Differences Between
the North and the South.” Then respond to the following questions.
1.
Understand and Apply: What was so different between the North and the South during the
1800s? Can you provide a social, economic, and political example?
o
Social:
o
Economic:
o
Political:
2. Speculate: Why do you believe these two regions, which belonged to the same country, could no longer coexist peacefully? Why did they have to fight a civil war?
3. Speculate: If the South wanted to peacefully go their own way and leave the United States (the Union), why did
the North refuse to accept this as an option?
4. Evaluate: If you had to decide between fighting for your beliefs and fighting for your state, what
would you decide if they conflicted? What would be the intended consequences of your decision?
What would be the unintended consequences? Explain.
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Name:
Date:
Newsletter Worksheet #2: Fort Sumter and The Anaconda Plan
Newsletter Pages 2, 3, & 5
Instructions: Please read the article and the respond to the questions below.
1. Evaluate: What would you have done in you were in Lincoln‟s shoes regarding the crisis at Fort Sumter
before the first shots were fired? Explain.
2. Evaluate: Do you agree or disagree with Robert E. Lee‟s decision to join the Confederacy? Explain your
response.
3. Evaluate: Do you agree and/or disagree with the Anaconda Plan? Explain your evaluation.
Evaluate and Explain
Based on what you read in this article, rank the short-term and/or long-term effects (social, economic,
military, and/or political) in the order that you believe this article‟s reading had the greatest to least impact.
Then provide a brief explanation that describes how this article pertained to each effect. You do not have to
justify your ranking. Please note: not all effects (social, economic, military, and/or political) may pertain to
this article‟s reading, however, you are more than welcome to speculate or assume.
1.
2.
3.
4.
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Name:
Date:
Newsletter Worksheet #3: “Why did Johnny Reb and Billy Yank Fight?”
Newsletter Page 5
Instructions: Please read the article and the respond to the questions below.
1. Analyze: Compare the reasons why a Southern soldier and a Northern soldier felt justified their reasons
for fighting in the Civil War.
2. CLA Question #5: Explain and justify why the secession of Southern states caused the North and the
South to take up arms.
Evaluate and Explain
Based on what you read in this article, rank the short-term and/or long-term effects (social, economic,
military, and/or political) in the order that you believe this article‟s reading had the greatest to least impact.
Then provide a brief explanation that describes how this article pertained to each effect. You do not have to
justify your ranking. Please note: not all effects (social, economic, military, and/or political) may pertain to
this article‟s reading, however, you are more than welcome to speculate or assume.
1.
2.
3.
4.
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Name:
Date:
Newsletter Worksheet #4: “Justification for Emancipation?”
Newsletter Page 7
Instructions: Please read the article and the respond to the questions below.
1. Evaluate: After reading the first paragraph of this article, which of the two issues did Lincoln value the
most: saving the Union or freeing the slaves? Please justify your response.
2. Why did Secretary of the Navy Gideon Welles (who graduated from Norwich University, Norwich, Vermont)
believe that the president should emancipate the slaves?
3. How was Lincoln able to keep Europe out of the Civil War by emancipating the slaves?
4. CLA Question #6: Explain and justify how President Lincoln made slavery the focus of the war when
issuing the Emancipation Proclamation.
Evaluate and Explain
Based on what you read in this article, rank the short-term and/or long-term effects (social, economic,
military, and/or political) in the order that you believe this article‟s reading had the greatest to least impact.
Then provide a brief explanation that describes how this article pertained to each effect. You do not have to
justify your ranking. Please note: not all effects (social, economic, military, and/or political) may pertain to
this article‟s reading, however, you are more than welcome to speculate or assume.
1.
2.
3.
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4.
Name:
Date:
Newsletter Worksheet #5: “By What Authority?”
Newsletter Page 7
Instructions: Please read the article and the respond to the questions below.
1. Understand: How does Habeas Corpus protect the American citizen?
2. Evaluate:
Explain.
Do you agree or disagree with President Lincoln‟s policy of suspending habeas corpus?
3. Apply: How have recent Presidents violated our rights of Habeas Corpus? Explain. (You may have do
conduct a little extra research here.)
Evaluate and Explain
Based on what you read in this article, rank the short-term and/or long-term effects (social, economic,
military, and/or political) in the order that you believe this article‟s reading had the greatest to least impact.
Then provide a brief explanation that describes how this article pertained to each effect. You do not have to
justify your ranking. Please note: not all effects (social, economic, military, and/or political) may pertain to
this article‟s reading, however, you are more than welcome to speculate or assume.
1.
2.
3.
4.
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Name:
Date:
Newsletter Worksheet #6: “Blacks in Blue”
Newsletter Page 8
Instructions: Please read the article and the respond to the questions below.
1. Understand: Provide at least two examples that explain how African Americans contributed towards the
war effort.
2. Understand: Provide at least two examples that explain the challenges African Americans faced in their
own military.
3. Speculate: What short-term and/or long-term effects (social, economic, military, or political) do you think
African American soldiers had on our American history/contemporary culture? Explain.
Evaluate and Explain
Based on what you read in this article, rank the short-term and/or long-term effects (social, economic,
military, and/or political) in the order that you believe this article‟s reading had the greatest to least impact.
Then provide a brief explanation that describes how this article pertained to each effect. You do not have to
justify your ranking. Please note: not all effects (social, economic, military, and/or political) may pertain to
this article‟s reading, however, you are more than welcome to speculate or assume.
1.
2.
3.
4.
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Name:
Date:
Newsletter Worksheet #7: “The Homefront--The War Hits Home”
Newsletter Page 9
Instructions: Please read the article and the respond to the questions below.
1. Provide at least two ways how the role of women was changed during the Civil War? What do you believe
will be the long-term effect for women because of the events that happened during the Civil War?
2. What caused the New York City Draft Riots of 1863?
3. Provide at least two reasons as to why the Confederacy was dying by early 1863.
6. CLA Question #7: Based on what you have read in this article, identify and explain how the Civil
War brought about dramatic social and economic changes in American society.
Evaluate and Explain
Based on what you read in this article, rank the short-term and/or long-term effects (social, economic,
military, and/or political) in the order that you believe this article‟s reading had the greatest to least impact.
Then provide a brief explanation that describes how this article pertained to each effect. You do not have to
justify your ranking. Please note: not all effects (social, economic, military, and/or political) may pertain to
this article‟s reading, however, you are more than welcome to speculate or assume.
1.
2.
3.
4.
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Name:
Date:
Newsletter Worksheet #8: “The Battle of Gettysburg” and “Grant Wins at Vicksburg” Newsletter Pages 10-12
Instructions: Please read the article and the respond to the questions below.
“The Battle of Gettysburg”
1. Evaluate: Rank Lee‟s 3 reasons for deciding to invade the North. Which reason do you believe to be the
most important? Please justify your evaluation.
2. Speculate: Why do you believe gaining the high ground was strategically important for the North and the
South during the Civil War? Which side held this advantage after the first day of fighting at Gettysburg?
4. Speculate: Why do you think the Battle of Gettysburg to be so important? What do you believe would
have happened had the South won and the North had lost? Explain.
5. Evaluate: What do you believe Lincoln was able to accomplish by delivering his Gettysburg Address?
“Grant Wins at Vicksburg”
6. Understand: What was the strategic value of the town of Vicksburg, Mississippi?
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7. Apply: Explain what your life would be like if you were living in Vicksburg during Grant‟s siege upon the
city by providing at least two examples from your reading.
8. Understand: What was the significance of the date of July 4, 1863?
9. CLA Question #8: Explain and justify how Vicksburg and Gettysburg were key victories that helped the
Union wear down the Confederacy. How did these two Union victories become the beginning of the end of the
Confederacy?
Evaluate and Explain
Based on what you read in this article, rank the short-term and/or long-term effects (social, economic,
military, and/or political) in the order that you believe this article‟s reading had the greatest to least impact.
Then provide a brief explanation that describes how this article pertained to each effect. You do not have to
justify your ranking. Please note: not all effects (social, economic, military, and/or political) may pertain to
this article‟s reading, however, you are more than welcome to speculate or assume.
1.
2.
3.
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4.
Name:
Date:
Newsletter Worksheet #9: “Grant Takes Command”
Newsletter Page 13
Instructions: Please read the article and the respond to the questions below.
1.
Understand & Speculate: What does the term „total war‟ mean? Why do you think the North finally
decided to engage in total war against the South?
2. Evaluate: Provide at least one advantage and one disadvantage to Grant‟s „three-part attack.‟
3. Speculate: Why do you think the people in the South would grow to hate Sherman‟s name ?
Evaluate and Explain
Based on what you read in this article, rank the short-term and/or long-term effects (social, economic,
military, and/or political) in the order that you believe this article‟s reading had the greatest to least impact.
Then provide a brief explanation that describes how this article pertained to each effect. You do not have to
justify your ranking. Please note: not all effects (social, economic, military, and/or political) may pertain to
this article‟s reading, however, you are more than welcome to speculate or assume.
1.
2.
3.
4.
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Name:
Date:
Newsletter Worksheet #10: “The Election of 1864”
Newsletter Page 14
Instructions: Please read the article and the respond to the questions below.
1.
Understand: Why was the outcome of the election of 1864 so important?
towards slavery at this stage of the war (what did he promise NOT to do?)
What was Lincoln‟s view
2.
Understand: What two groups ran against Lincoln and what were their platforms (beliefs)?
3.
Speculate: What would have happened if the Democrats had won the election of 1864? Explain.
Evaluate and Explain
Based on what you read in this article, rank the short-term and/or long-term effects (social, economic,
military, and/or political) in the order that you believe this article‟s reading had the greatest to least impact.
Then provide a brief explanation that describes how this article pertained to each effect. You do not have to
justify your ranking. Please note: not all effects (social, economic, military, and/or political) may pertain to
this article‟s reading, however, you are more than welcome to speculate or assume.
1.
2.
3.
4.
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“Civil War Madness”
Who will make it to the Final Four?
Overview
The class will be organized into eight different teams. Each team will be responsible for justifying how their
event had the most profound short-term and/or long-term effect on the American and/or international
community. The Civil War teams and events are listed below.
Civil War Teams & Events
 Team #1: Fort Sumter and the Anaconda Plan;
 Team #2: The Emancipation Proclamation and the Gettysburg Address;
 Team #3: The Suspension of Habeas Corpus and Civil Liberties;
 Team #4: The Role of African Americans in the Military;
 Team #5: The Home Front;
 Team #6: July 4, 1863;
 Team #7: Grant Takes Command;
 Team #8: The Election of 1864.
The short-term or long-term effects include: social, economic, military, and political. Each team will create
a 5 paragraph essay that will include an introductory paragraph, at least two body paragraphs, and one
conclusive paragraph. You are not limited to just 5 paragraphs, however, 5 paragraphs is the minimum.
Procedure
 The teams will be organized into two main brackets of four teams.
 Teams and events will be organized at the teacher‟s discretion.
 The highest that any team can score on their 5 paragraph essay is a score of an 85.
 However, to acquire more points, each team must be prepared to have a debate with another team and
convince the rest of the class by way of secret ballot in order to move on to the next bracket.
 The team with the most votes in each debate gets to move on. The team who loses may not move on in
the competition.
 Every time a team advances to the next bracket, that team will win 5 more points to add on to their
final essay score.
o Semi-finals = 5 points; Finals = 10 points; Champions = 15 points.
 Please Note: Just because your team completes a 5-paragraph essay does not necessarily guarantee
you a score of an 85%. You must attain all of the required criteria in each of the categories to score an
85%. This score will be counted as a Project grade.
The 5 Paragraph Strategy
 Introduction: Your introduction should include a „grabber,‟ a main idea sentence, and a thesis
statement that justifies your case. Be creative, bold, and think outside the box here. How are you
going to „Wow‟ your audience?
 Body Paragraphs: You will need to have a least two body paragraphs. You may want to consider
having three or four considering the fact that you will be arguing about the short-term and/or longterm social, economic, military, and/or political effects of your event. It would be most advantageous
for your team to include a transitional sentence at the end of each of your body paragraphs to allow
your arguments to smoothly flow together.
 Conclusion: Your conclusion will neatly wrap up your analysis without repeating your thoughts you
have included in your introduction and body paragraphs. For example, you may want to turn your
historical event around and create your own revisionist history that examines how our American
history and/or our American culture today would be different had the outcome of your event been
altered or never existed. Are we a better nation today because of your event? Can you apply your
event to what has recently happened? Again, think outside the box and get creative here.
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