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SS5H1 Causes, Major Events, and Consequences © 2014 Brain Wrinkles Standards SS5H1 The student will explain the causes, major events, and consequences of the Civil War. a. Identify Uncle Tom’s Cabin and John Brown’s raid on Harper’s Ferry, and explain how each of these events was related to the Civil War. b. Discuss how the issues of states’ rights and slavery increased tensions between the North and South. c. Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, and Appomattox Court House. d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas “Stonewall” Jackson. e. Describe the effects of war on the North and South. © 2014 Brain Wrinkles Table of Contents Title © 2014 Brain Wrinkles Pages What’s In My Head? 4-6 Who’s and What’s 7-9 CLOZE Notes 10-14 Key Vocabulary Foldable 15-18 Civil War Notes 19-77 Civil War Comprehension Questions 78-80 Two Viewpoints (States’ Rights) 81-83 Capturing the Civil War 84-87 Leader’s Facebook Page 88-90 Venn Diagrams 91-93 Historical Marker 94-95 Action Figure 96-98 Book Review 99-101 History Board 102-103 Crystal Ball Predictions 104-105 Find Someone Who Knows… 106-108 Who Am I? 109-110 I Have, Who Has? 111-121 Teacher Directions – What’s In My Head? • Print out the What’s In My Head activating strategy handout for each student. • Have the students write down everything that they know about the Civil War BEFORE the unit inside the left head. AFTER the unit, have the students write down everything that they learned about the Civil War in the right head. • There is a boy version and a girl version! © 2014 Brain Wrinkles Civil War: What’s in My Head? Directions: BEFORE the presentation, write down everything that you already know about the Civil War inside the head on the left. AFTER the unit, you will add more facts that you learned about the Civil War inside the head on the right. Before © 2014 Brain Wrinkles After Civil War: What’s in My Head? Directions: BEFORE the presentation, write down everything that you already know about the Civil War inside the head on the left. AFTER the unit, you will add more facts that you learned about the Civil War inside the head on the right. Before © 2014 Brain Wrinkles After Teacher Info – Who’s & What’s • Print off the Civil War Who’s & What’s handout for each student. (Print front and back so that it’s only 1 page!) • BEFORE the unit, have students fill in the squares with what they think each term means. • AFTER the presentation, the students will write down new (factual) information about each term. • Check the answers as a class. © 2014 Brain Wrinkles Civil War: Who’s & What’s Definition: What I think happened: John Brown’s Raid at Harper’s Ferry Directions: BEFORE the unit, write what you think each term means. AFTER the presentation, you will write down new information about each term. Uncle Tom’s Cabin What I think this means: Definition: Who I think this is: Robert E. Lee Who I think this is: Definition: Abraham Lincoln Definition: Who I think this is: Jefferson Davis Who I think this is: Definition: Ulysses S. Grant Definition: © 2014 Brain Wrinkles Civil War: Who’s & What’s What I think happened here: Fort Sumter Who I think this is: Definition: Thomas “Stonewall” Jackson Definition: The Atlanta Campaign What I think this means: Gettysburg What I think happened here: Definition: Definition: What I think happened here: Appomattox Court House Definition: Sherman’s March to the Sea What I think happened: Definition: © 2014 Brain Wrinkles Teacher Directions – CLOZE Notes • The next 2 pages are handouts for the students to use for note-taking during the presentation. (Print front to back for one page.) • Check the answers as a class after the presentation. © 2014 Brain Wrinkles States’ Rights • Many people in the South believed ____________________________________ which federal laws to obey. • Most northerners believed that the states had to obey ____________________________________ passed by the national government. Slavery • Southerners felt that it would be impossible to grow ____________________________________ and sell them at a profit without using slaves. • (Many Northerners) were ____________________________________ because they wanted to put an end to, or abolish, slavery. Uncle Tom’s Cabin • a novel written by abolitionist ________________________________________________ . • It showed the ____________________________________ and turned many people against it. John Brown’s Raid on Harper’s Ferry • The group attempted to help slaves by ____________________________________ to rebel against their masters, but they were soon surrounded by local troops. • This event proved that people were willing to use violence to ____________________________________ . Abraham Lincoln • Abraham Lincoln was elected 16th president of the United States in ___________. • Many Southerners believed that he would try to put an ____________________________________ , so some of the southern states seceded from the Union after his election. • In 1863, he issued ____________________________________ , which declared that all slaves in areas still fighting against the North were free. Jefferson Davis • When the ____________________________________ seceded from the Union, they elected Jefferson Davis as their president. Robert E. Lee • Lee left the US Army to lead the Army of Northern Virginia for the _______________________. • Lee ____________________________________ , but wanted to stay loyal to his home state of Virginia. Ulysses S. Grant • Grant’s troops ____________________________________ in 1865, ending the Civil War. • Ulysses S. Grant was ____________________________________ of the United States in 1868 and served two terms. Thomas “Stonewall” Jackson • He earned the nickname “Stonewall” during the first battle of ____________________________________ . • He became a hero after his victories in the ____________________________________ . © 2014 Brain Wrinkles Fort Sumter • The Civil War began on April 12, 1861, when ____________________________________ on Fort Sumter. • The Union forces inside Fort Sumter were already low on ammunition and food, so they ____________________________________ the next day. Gettysburg • The Battle at Gettysburg, Pennsylvania on ____________________________________ , was the turning point of the war. • This Union victory left the South with ____________________________________ the war. • Afterwards, President Lincoln ____________________________________ at a ceremony dedicating the site as a cemetery. Atlanta Campaign • In 1864, General William Tecumseh Sherman moved his Union Army south from ____________________________________ . • On September 2, 1864, ____________________________________ and set the city on fire. March to the Sea • In November 1864, Sherman began his march through ____________________________________ . • Sherman’s “March to the Sea” cut Confederate supply lines and ____________________________________ of the Confederate army. Appomattox Court House • On April 9, 1865, ____________________________________ to General Grant at Wilmer McLean’s house in the town of Appomattox Court House, Virginia. War’s Effects I • The war had been fought mostly on ____________________________________ . • Many homes, cities, railroads, farms, etc., had been destroyed and had to be rebuilt after the war. • (Southern states) were financially ____________________________________ and could not pay their war debts. War’s Effects 2 • While much of the South had been devastated by the war, the Northern ____________________________________ . • New ____________________________________ had been built in many cities and more ____________________________________ had been laid. © 2014 Brain Wrinkles States’ Rights • Many people in the South believed states could choose which federal laws to obey. • Most northerners believed that the states had to obey all the laws passed by the national government. Slavery • Southerners felt that it would be impossible to grow large cotton crops and sell them at a profit without using slaves. • (Many Northerners) were abolitionists because they wanted to put an end to, or abolish, slavery. Uncle Tom’s Cabin • a novel written by abolitionist Harriet Beecher Stowe in 1852. • It showed the evils of slavery and turned many people against it. John Brown’s Raid on Harper’s Ferry • The group attempted to help slaves by giving them guns to rebel against their masters, but they were soon surrounded by local troops. • This event proved that people were willing to use violence to end slavery. Abraham Lincoln • Abraham Lincoln was elected 16th president of the United States in 1860. • Many Southerners believed that he would try to put an end to slavery, so some of the southern states seceded from the Union after his election. • In 1863, he issued the Emancipation Proclamation, which declared that all slaves in areas still fighting against the North were free. Jefferson Davis • When the confederate states seceded from the Union, they elected Jefferson Davis as their president. Robert E. Lee • Lee left the US Army to lead the Army of Northern Virginia for the Confederacy. • Lee did not support slavery, but wanted to stay loyal to his home state of Virginia. Ulysses S. Grant • Grant’s troops defeated Lee’s army in 1865, ending the Civil War. • Ulysses S. Grant was elected president of the United States in 1868 and served two terms. Thomas “Stonewall” Jackson • He earned the nickname “Stonewall” during the first battle of Bull Run. • He became a hero after his victories in the Shenandoah valley. © 2014 Brain Wrinkles Fort Sumter • The Civil War began on April 12, 1861, when Confederate forces fired on Fort Sumter. • The Union forces inside Fort Sumter were already low on ammunition and food, so they surrendered the next day. Gettysburg • The Battle at Gettysburg, Pennsylvania on July 1-3, 1863, was the turning point of the war. • This Union victory left the South with no chance of winning the war. • Afterwards, President Lincoln made a speech at a ceremony dedicating the site as a cemetery. Atlanta Campaign • In 1864, General William Tecumseh Sherman moved his Union Army south from Tennessee to Atlanta. • On September 2, 1864, Sherman’s troops captured Atlanta and set the city on fire. March to the Sea • In November 1864, Sherman began his march through Georgia from Atlanta to Savannah. • Sherman’s “March to the Sea” cut Confederate supply lines and crushed the spirit of the Confederate army. Appomattox Court House • On April 9, 1865, General Lee surrendered to General Grant at Wilmer McLean’s house in the town of Appomattox Court House, Virginia. War’s Effects I • The war had been fought mostly on Southern soil. • Many homes, cities, railroads, farms, etc., had been destroyed and had to be rebuilt after the war. • (Southern states) were financially bankrupt and could not pay their war debts. War’s Effects 2 • While much of the South had been devastated by the war, the Northern economy prospered. • New factories had been built in many cities and more railroads had been laid. © 2014 Brain Wrinkles Teacher Directions – Foldable • The next two pages are for an Interactive Foldable. (*This is an alternative way for your students to take notes if you do not want to use the CLOZE notes.) • • • Print out the foldable pages for each student. The students will cut the template out along the thick outside lines. Next, they will cut along the thin lines that divide each word, stopping at the gray rectangle. They should attach the side of the template (gray rectangle) to their notebooks. They will now be able to open up each flap and write the definitions underneath. • • • *If time allows, have students color the flaps. © 2014 Brain Wrinkles States’ Rights Slavery Uncle Tom’s Cabin Abraham Lincoln Jefferson Davis Robert E. Lee John Brown’s Raid on Harper’s Ferry © 2014 Brain Wrinkles Ulysses S. Grant Thomas “Stonewall” Jackson Fort Sumter Gettysburg Atlanta Campaign Appomattox Court House Sherman’s March to the Sea © 2014 Brain Wrinkles States’ Rights Belief that the states had more power than the federal government and didn’t have to obey federal laws Slavery Important to the Southern economy; many people in the northern half of the nation opposed slavery Uncle Tom’s Cabin By Harriet Beecher Stowe in 1852; Famous abolitionist novel; showed the evils of slavery John Brown’s Raid Abolitionist who led a raid on a gun arsenal in Harper’s Ferry to arm slaves against their masters Lincoln 16th President of the United States Davis President of the Confederate States of America Lee Commander of the Confederate Army; loyal to Virginia Grant Commander of the Union Army; became president of the United States in 1868 Jackson Confederate general famous for his victories in the Shenandoah Valley Fort Sumter First battle of the Civil War; Union surrendered Gettysburg Battle that was a turning point in the war; Confederates had no chance of winning the war Atlanta Campaign Sherman’s troops marched from Tennessee to Atlanta; burned Atlanta March to the Sea Sherman’s destructive march from Atlanta to Savannah; crushed the Confederate spirit Appomattox CH Site where Lee surrendered to Grant © 2014 Brain Wrinkles Causes, Major Events, and Consequences © 2014 Brain Wrinkles • Large differences divided the northern and southern states long before the Civil War started in 1861. • The two important issues that increased tensions were slavery and states’ rights. © 2014 Brain Wrinkles • Many people in the South believed that states could choose which federal laws to obey. • They believed that if a state didn’t like a law passed by the federal government, then they didn’t have to follow it. • Many also believed that any state could withdraw, or secede, from the Union if it chose to. © 2014 Brain Wrinkles • Most northerners believed that the states had to obey all the laws passed by the national government. • They also thought that no state could break its ties with the United States. © 2014 Brain Wrinkles • Slavery had existed in America since colonial times. • It was an important part of the South’s economy because slaveholders did not have to pay wages to workers. • Southerners felt that it would be impossible to grow large cotton crops and sell them at a profit without using slaves. © 2014 Brain Wrinkles Planting Sweet Potatoes at a South Carolina Plantation - 1862 © 2014 Brain Wrinkles Four Generations of a Slave Family (Photographed during the Civil war) – Beaufort, South Carolina 1862 © 2014 Brain Wrinkles Slave Trader’s Business in Atlanta, 1860s © 2014 Brain Wrinkles • Many northerners felt it was wrong for one person to own another. • They were abolitionists because they wanted to put an end to, or abolish, slavery. • Southerners disagreed, saying that the abolition of slavery would destroy the South’s economy. © 2014 Brain Wrinkles Escaped Slaves - 1862 © 2014 Brain Wrinkles • Uncle Tom’s Cabin is a novel written by abolitionist Harriet Beecher Stowe in 1852. • The book is about a cruel slave owner’s shocking treatment of slaves. • It showed the evils of slavery and turned many people against it. • President Lincoln called the author “the little lady who made this big war.” © 2014 Brain Wrinkles Uncle Tom’s Cabin by Harriet Beecher Stowe 1852 “Helped lay the groundwork for the Civil War.” © 2014 Brain Wrinkles • In 1859, abolitionist John Brown led a group of rebels to a gun facility in Harper’s Ferry, West Virginia to protest slavery. • The group attempted to help slaves by giving them guns to rebel against their masters, but they were soon surrounded by local troops. © 2014 Brain Wrinkles Harper’s Ferry, West Virginia John Brown © 2014 Brain Wrinkles • Two of his sons were killed, but John Brown refused to surrender and was eventually captured. • He was put on trial, found guilty of treason, and was hanged for his involvement in the raid at Harper’s Ferry. • This event proved that people were willing to use violence to end slavery. © 2014 Brain Wrinkles • Abraham Lincoln was elected 16th president of the United States in 1860. • Many Southerners believed that he would try to put an end to slavery, so some of the southern states seceded from the Union after his election. © 2014 Brain Wrinkles President Lincoln’s Inauguration at the U.S. Capitol, 1861 © 2014 Brain Wrinkles Abraham Lincoln 1864 © 2014 Brain Wrinkles Status of the States, 1861 © 2014 Brain Wrinkles • In 1863, he issued the Emancipation Proclamation, which declared that all slaves in areas still fighting against the North were free. • On April 14, 1965, just a few days after the South surrendered, Lincoln was assassinated by John Wilkes Booth. © 2014 Brain Wrinkles President Lincoln visiting the battlefield at Antietam, Maryland – October 3, 1862 © 2014 Brain Wrinkles Many fugitive slaves fled to the Union Army. They were officially freed with the Emancipation Proclamation in 1863. © 2014 Brain Wrinkles • The Confederate States of America consisted of South Carolina, Georgia, Mississippi, North Carolina, Florida, Alabama, Tennessee, Arkansas, and Louisiana. • When the confederate states seceded from the Union, they elected Jefferson Davis as their president. © 2014 Brain Wrinkles Jefferson Davis 1861 © 2014 Brain Wrinkles • Prior to becoming president of the Confederate States, Davis was a plantation owner in Mississippi. • • During the war, he clashed with many Southern leaders and was blamed by many for the South’s loss. After the war, Davis was supposed to be tried for treason. • The trial never took place, and he was freed after 2 years. © 2014 Brain Wrinkles Jefferson Davis’ Inauguration as President of the Confederate States of America – Montgomery, Alabama 1861 © 2014 Brain Wrinkles • Robert E. Lee was one of the greatest military leaders of the Civil War. • He was a graduate of the US Military Academy at West Point and fought in the US Army during the Mexican War. • Lee was from Virginia. • He was originally offered the command of the Union Army. • Because Virginia seceded, he felt it was his duty to defend his home state. © 2014 Brain Wrinkles Robert E. Lee 1863 © 2014 Brain Wrinkles • Lee left the US Army to lead the Army of Northern Virginia for the Confederacy. • Lee did not support slavery, but wanted to stay loyal to his home state of Virginia. • After the war, Lee became president of Virginia’s Washington College, which was later renamed Washington and Lee University. © 2014 Brain Wrinkles General Lee with his Confederate officers © 2014 Brain Wrinkles • Ulysses S. Grant was also one of the greatest military leaders of the Civil War. • He was a graduate of the US Military Academy at West Point and fought in the US Army during the Mexican War. • Grant left the army after that war to become a businessman. © 2014 Brain Wrinkles Ulysses S. Grant 1862 © 2014 Brain Wrinkles • Grant rejoined the army in 1861 and eventually became the North’s leading general. • He was a master of military strategy. • Grant’s troops defeated Lee’s army in 1865, ending the Civil War. • Ulysses S. Grant was elected president of the United States in 1868 and served two terms. © 2014 Brain Wrinkles Grant’s First Inauguration 1868 © 2014 Brain Wrinkles • Thomas “Stonewall” Jackson was a skilled Confederate general from Virginia. • He earned the nickname “Stonewall” during the first battle of Bull Run. • General Bernard Bee saw him bravely facing the enemy and said, “There stands Jackson like a stone wall.” • He became a hero after his victories in the Shenandoah Valley. © 2014 Brain Wrinkles Thomas “Stonewall” Jackson © 2014 Brain Wrinkles • In 1863, Jackson was mortally wounded by his own troops. • He had his left arm amputated, but died of pneumonia eight days later. • Before his death, Robert E. Lee said, “He has lost his left arm, but I have lost my right arm.” © 2014 Brain Wrinkles Jefferson Davis, Robert E. Lee, and Stonewall Jackson Stone Mountain, Georgia © 2014 Brain Wrinkles • The Civil War began on April 12, 1861, when Confederate forces fired on Fort Sumter. • Fort Sumter was a Union fort in the harbor of Charleston, South Carolina. • The Union forces inside Fort Sumter were already low on ammunition and food, so they surrendered the next day. • Nobody was killed during the actual battle; however, one person was killed in a 50-gun salute to the flag. © 2014 Brain Wrinkles Fort Sumter, South Carolina – Before the Civil War © 2014 Brain Wrinkles Whitworth Rifles in defense of Charleston. © 2014 Brain Wrinkles Union siege guns mounted in defense of Washington, 1864. © 2014 Brain Wrinkles • The Battle at Gettysburg, Pennsylvania on July 1-3, 1863, was the turning point of the war. • Confederate forces under Lee were trying to invade the North, but they were stopped. • This Union victory left the South with no chance of winning the war. © 2014 Brain Wrinkles • Afterwards, President Lincoln made a speech at a ceremony dedicating the site as a cemetery. • The Gettysburg Address lasted only three minutes, but it is regarded as one of the most inspiring speeches in American history. • In the speech, Lincoln said that the Civil War was to preserve a government “of the people, by the people, and for the people”. © 2014 Brain Wrinkles The only confirmed photo of Lincoln at Gettysburg © 2014 Brain Wrinkles Mortars in 1862 © 2014 Brain Wrinkles • In 1864, General William Tecumseh Sherman moved his Union Army south from Tennessee to Atlanta. • They fought Confederate soldiers along the way, leaving a path of destruction and chaos. • On September 2, 1864, Sherman’s troops captured Atlanta and set the city on fire. © 2014 Brain Wrinkles General Sherman & His Officers in Atlanta © 2014 Brain Wrinkles Destroyed Train Roundhouse in Atlanta © 2014 Brain Wrinkles • In November 1864, Sherman began his march through Georgia from Atlanta to Savannah. • His troops destroyed many towns and plantations along the way. • Sherman’s “March to the Sea” cut Confederate supply lines and crushed the spirit of the Confederate army. • They captured Savannah on December 21, 1864, and Sherman gave the city of Savannah to Abraham Lincoln as a Christmas gift. © 2014 Brain Wrinkles © 2014 Brain Wrinkles Sherman’s Men Destroying a Railroad in Georgia © 2014 Brain Wrinkles • In early April, Union troops finally took Richmond, Virginia, the capital of the Confederacy. • On April 9, 1865, General Lee surrendered to General Grant at Wilmer McLean’s house in the town of Appomattox Court House, Virginia. • The Civil War was finally over. • Instead of celebrating, soldiers on both sides went home quietly. • Just a few days later, on April 14, 1865, Abraham Lincoln was assassinated. © 2014 Brain Wrinkles Richmond, Virginia in Ruins – April 1865 © 2014 Brain Wrinkles Union Army Soldiers– April 9, 1856 Appomattox Court House, VA © 2014 Brain Wrinkles Robert E. Lee’s Amnesty Oath to the US Constitution October 2nd, 1865 © 2014 Brain Wrinkles • The Civil War had major effects on the United States. • These effects were mostly positive in the northern and western parts of the country. • In the South, they were disastrous. • The war had been fought mostly on Southern soil. • Many homes, cities, railroads, farms, etc., had been destroyed and had to be rebuilt after the war. • But the southern states had little money to do so. • They were financially bankrupt and could not pay their war debts. © 2014 Brain Wrinkles • While much of the South had been devastated by the war, the Northern economy prospered. • New factories had been built in many cities and more railroads had been laid. • Northerners had made millions of dollars producing guns, ammunition, clothing, and other war materials. • Northern cities continued to grow. © 2014 Brain Wrinkles Teacher Info – Civil War Activities • The following pages are activities that your students can complete after the Civil War presentation. • Feel free to do them all as a class, to use them in centers, or to just pick the ones that you have time for! • For most of the activities, you will need to print copies of the handout for each student. They are all in black and white to save your ink! • *The pages with red directions are meant for you to project onto the screen so that students know exactly what to write in each section. © 2014 Brain Wrinkles Teacher Info – Civil War Questions • Print off the Civil War Questions handout for each student. • They should answer the questions after discussing the presentation. Afterwards, check and share answers as a class. • *You can also use this as a quiz! © 2014 Brain Wrinkles 1. What were two big issues that divided the North and the South? 2. Which side believed that the states should have more power than the national government? 3. Why was slavery a big part of the South’s economy? 4. What did abolitionists believe? 5. Which book shocked people by showing the evils of slavery? 6. What did John Brown do in 1859? 7. Why did some southern states secede from the Union after Abraham Lincoln was elected president? 8. What did Lincoln’s Emancipation Proclamation declare? 9. When the southern states seceded from Union, who did they elect as the president of their Confederate government? 10. Who was the commander of the Confederate Army? 11. Which commander’s army defeated Lee’s army in 1865, thus winning the Civil War? 12. What happened to Ulysses S. Grant in 1868? 13. Who was Thomas “Stonewall” Jackson? 14. Where were the first shots of the Civil War fired? 15. What happened at Fort Sumter? 16. Which battle was considered a major turning point in the war for the North? 17. What was the Atlanta Campaign? 18. General Sherman’s troops marched from Atlanta to Savannah, leaving a path of destruction along the way. What was this called? 19. Where did General Lee surrender to General Grant on April 2nd, 1865? 20. What tragic event occurred twelve days after the Civil War ended? 21. Describe the war’s effect on the South: 22.Describe the war’s effect on the North: © 2014 Brain Wrinkles 1. What were two big issues that divided the North and the South? States’ Rights and Slavery 2. Which side believed that the states should have more power than the national government? South 3. Why was slavery a big part of the South’s economy? Slaveholders didn’t have to pay wages to slaves 4. What did abolitionists believe? They wanted to put an end to slavery. 5. Which book shocked people by showing the evils of slavery? Uncle Tom’s Cabin 6. What did John Brown do in 1859? He led a raid on a gun arsenal in Harper’s Ferry, West Virginia to protest slavery. He was captured and was hanged. 7. Why did some southern states secede from the Union after Abraham Lincoln was elected president? They believed that he would try to end slavery. 8. What did Lincoln’s Emancipation Proclamation declare? All slaves fighting against the North were free. 9. When the southern states seceded from Union, who did they elect as the president of their Confederate government? Jefferson Davis 10. Who was the commander of the Confederate Army? Robert E. Lee 11. Which commander’s army defeated Lee’s army in 1865, thus winning the Civil War? Ulysses S. Grant 12. What happened to Ulysses S. Grant in 1868? He was elected president of the United States. 13. Who was Thomas “Stonewall” Jackson? Confederate general famous for his victories in the Shenandoah Valley 14. Where were the first shots of the Civil War fired? Fort Sumter, South Carolina 15. What happened at Fort Sumter? Union troops surrendered after 1 day because they were low on supplies. 16. Which battle was considered a major turning point in the war for the North? Battle of Gettysburg 17. What was the Atlanta Campaign? In 1864, Sherman left Tennessee and captured Atlanta and burned the city to the ground. 18. General Sherman’s troops marched from Atlanta to Savannah, leaving a path of destruction along the way. What was this called? Sherman’s March to the Sea 19. Where did General Lee surrender to General Grant on April 2nd, 1865? Appomattox Court House 20. What tragic event occurred twelve days after the Civil War ended? President Lincoln was assassinated by John Wilkes Booth. 21. Describe the war’s effect on the South: Economy suffered—cotton production dropped drastically; farms, homes, railroads, towns were destroyed; no money to pay war debts (bankrupt) 21. Describe the war’s effect on the North: Business prospered; new railroads and factories were built; business men made a bunch of money off of weapons production; northern cities continued to grow © 2014 Brain Wrinkles Teacher Info – Two Viewpoints • Print off the Glasses handout for each student. • The left lens will represent the perspective of a Northerner. On the left lens of the glasses, the students will write how Northerners felt about states’ rights and slavery. They will also include a small illustration that represents this viewpoint. • The right lens will represent the perspective of a Southerner. On the right lens of the glasses, the students will write how Southerners felt about states’ rights and slavery. They will also include a small illustration that represents this viewpoint. • Have the students color & cut out the glasses when finished. • *Interactive Option: Print off two copies of the glasses for each student and have the students cut out the glasses from ONE copy. They will staple the cut-out glasses to the fullpage glasses (right on top). This will create a flap. On the top glasses, the students will draw an illustration that represents the viewpoint. On the bottom glasses, the students will write the paragraph. © 2014 Brain Wrinkles The left lens will represent the perspective of a Northerner. Write how Northerners felt about states’ rights and slavery. Also include a small illustration that represents this viewpoint. © 2014 Brain Wrinkles States’ Rights & Slavery The right lens will represent the perspective of a Southerner. Write how Southerners felt about states’ rights and slavery. Also include a small illustration that represents this viewpoint. © 2014 Brain Wrinkles States’ Rights & Slavery Teacher Info – Capturing the Civil War • Print off the Capturing the Civil War handout for each student. • In the camera lens, the students will draw one of the major battles and campaigns (Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, & Appomattox Court House). In the textbox, they will write a paragraph from their perspective of the event—as if they were right there capturing the picture. © 2014 Brain Wrinkles Event Title Write a paragraph from your perspective of the event—as if you were right there capturing the picture. © 2014 Brain Wrinkles Name Draw a picture of ONE of the major events of the Civil War: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, or Appomattox Court House. © 2014 Brain Wrinkles *Here are extra textboxes for the paragraphs. Students (who need more room for writing) cut these out and staple once on top of the camera textbox. This will create a flap-style book on the camera. © 2014 Brain Wrinkles Teacher Info – Facebook • Give each student a copy of the blank Facebook handout and project the directions slide onto the screen. I like to leave this up while the students work so that they know exactly what goes in each box. • The students should create a profile as if they are either Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, or Thomas “Stonewall” Jackson (during the Civil War time period). © 2014 Brain Wrinkles Name of a related person, place, group, etc. Draw a picture of the person Side Write a status about something the person could be doing. Draw picture of something that Write the represents the name of it person Three important things that you should know about me… What are important things that we should know about the person? Write a status about those things. #2 Write the name of it #3 Write the name of it I strongly believe in… Name: Write a status about the person’s goals and beliefs. Age: Birthday: Location: © 2014 Brain Wrinkles I am fighting against… Draw picture of possible friend #2 #3 #4 Write a status about what the person does NOT believe in. What’s on your mind? Three important things that you should know about me… I strongly believe in… Name: Age: Birthday: Location: © 2014 Brain Wrinkles I am fighting against… Teacher Info – Venn Diagrams • Have the students compare and contrast Lincoln and Davis on Venn diagram #1 and Lee and Grant on Venn diagram #2. © 2014 Brain Wrinkles Compare and Contrast Abraham Lincoln © 2014 Brain Wrinkles Jefferson Davis Compare and Contrast Ulysses S. Grant © 2014 Brain Wrinkles Robert E. Lee Teacher Info – Historical Marker • Have the students choose one of the important events from the Civil War. • The students will create a historical marker to tell tourists the significance of what happened at that location. • They will need to include an illustration of the event, as well as a description of what happened and why it was important to the Civil War. © 2014 Brain Wrinkles Directions: Choose one of the important events of the Civil War. You will create a historical marker to tell tourists the significance of what happened at that location. Draw an illustration of the event. Also, write a description of what happened and why it was important to Civil War history. Write the name of the event in the circle. © 2014 Brain Wrinkles Teacher Info – Action Figure • Have the students choose one of the important events from the Civil War. • The students will create a historical marker to tell tourists the significance of what happened at that location. • They will need to include an illustration of the event, as well as a description of what happened and why it was important to the Civil War. © 2014 Brain Wrinkles Name & Price Accessories Your Task: Congratulations! You have just been hired by a major toy company. Your first project is to design an action figure based on one of the people that we’ve studied from the Civil War. Be sure to dress your action figure in ways that represent the significant person. Choose at least three special features that your action figure will have. These features should relate to the historical leader’s life. Also include at least three accessories that come with your figure that are appropriate for the historical leader. Does your action figure have a catch phrase or motto? What about an arch nemesis (enemy)? Logo? Include those things in your figure’s box! Special Features © 2014 Brain Wrinkles Your Task: Congratulations! You have just been hired by a major toy company. Your first project is to design an action figure based on one of the people that we’ve studied from the Civil War. Be sure to dress your action figure in ways that represent the significant person. Choose at least three special features that your action figure will have. These features should relate to the historical leader’s life. Also include at least three accessories that come with your figure that are appropriate for the historical leader. Does your action figure have a catch phrase or motto? What about an arch nemesis (enemy)? Logo? Include those things in your figure’s box! © 2014 Brain Wrinkles Teacher Info – Book Review • Give each student a copy of the Rate A Book handout. • The students will create a book review page for Uncle Tom’s Cabin. • They will need to write: • Description of the book – What’s it about? Why was it important? • Customer review from someone in the South • Customer review from someone in the North © 2014 Brain Wrinkles Uncle Tom’s Cabin Book Description: By Harriet Beecher Stowe Published Date: 1852 Price: $_____ What’s the book about? Why was it so important during the Civil War time period? Customer Reviews December 8, 1859 By Joseph D. from Mississippi What would a Southerner think of the book? Why? How many stars would he give? © 2014 Brain Wrinkles May 4th, 1860 By Catherine S. from New York City What would a Northerner think of the book? Why? How many stars would she give? Uncle Tom’s Cabin Book Description: By Harriet Beecher Stowe Published Date: 1852 Price: $_____ Customer Reviews December 8, 1854 By Joe D. from Mississippi © 2014 Brain Wrinkles May 4th, 1860 By Catherine S. from New York City Teacher Directions – History Board • Print out the Civil War History Board for each student. • They will create a 6-panel storyboard that outlines important events of the Civil War. • The students will draw an illustration and write a caption for each square. • *Interactive Option: Print off two copies of the History Boards for each student and have the students cut out the board from ONE copy. They will cut out each box and staple the boxes to the full-page History Board (right on top). This will create a flap over each box. On the top box, the students will draw an illustration of the event. On the bottom box, the students will write a caption describing the event. © 2014 Brain Wrinkles Civil War History Board John Brown’s Raid on Harper’s Ferry Fort Sumter Gettysburg The Atlanta Campaign Sherman’s March to the Sea Appomattox Court House © 2014 Brain Wrinkles Teacher Directions – Crystal Ball Predictions • Have the students reflect on what they have learned about the Civil War and its effects on the United States. The students will make a prediction(s) about what they think life will be like for the newlyfreed African-Americans. Will they be able to exercise their new rights? How will they be treated in the North? South? • *This is a good way to lead into Reconstruction. You can save their predictions and share them when discussing that topic. © 2014 Brain Wrinkles What do you think life will be like for African-Americans now that they are free from slavery? Will they be able to exercise their new freedoms? Write a prediction about your thoughts. What do you think life will be like for African-Americans now that they are free from slavery? Will they be able to exercise their new freedoms? Write a prediction about your thoughts. © 2014 Brain Wrinkles © 2014 Brain Wrinkles Teacher Directions – Find Someone Who… • • • • • • Pass out the Find Someone Who… handout to each student. Give the students several minutes to walk around the classroom and ask their classmates different questions on the sheet. When a classmate knows the answer, the student will write the answer (that the classmate said) down and the classmate will sign his/her name in the box. They can’t ask the same person more than once! When time is up, check the answers to make sure everyone has them correct. *This is also an EXCELLENT study guide! © 2014 Brain Wrinkles Find Someone Who… Knows About the Civil War Directions: You will have a few minutes to walk around the classroom and poll your classmates about what they know about the Civil War. If your classmates know the answers, you write the answer down and they will sign their name in the box. You can’t ask the same person more than once! When we finish, we will check the answers, so be sure that you are giving the correct answers! 1. What was the government issue that caused the South to secede? 2. Where did General Lee surrender to General Grant? 3. What was Sherman’s destructive path from Atlanta to Savannah called? 4. Who was the president of the Confederacy? 5. Which battle was a turning point in the war? 6. Where was the first shot fired (to begin the Civil War)? 7. What year did the Civil War begin? 8. Who is the 16th president of the United States? 9. Which book showed the evils of slavery? 10. Who led a gun raid to protest slavery in Harper’s Ferry? 13. What is a person who is against slavery called? 14. What were the Northern troops called? 18. Who was the Confederate general that was famous for his victories in the Shenandoah Valley? 19. Who was the commander of the Confederate Army? 11. What were the Southern troops called? 12. What year did the Civil War end? 15. Which side wanted to abolish slavery? 16. What was Sherman’s walk from Tennessee to Atlanta called? © 2014 Brain Wrinkles Social Studies Rocks! 17. Who was the commander of the Union army? Find Someone Who… Knows About the Civil War KEY 1. What was the government issue that caused the South to secede? State’s Rights 2. Where did General Lee surrender to General Grant? Appomattox Court House 3. What was Sherman’s destructive path from Atlanta to Savannah called? Sherman’s March to the Sea 4. Who was the president of the Confederacy? Jefferson Davis 5. Which battle was a turning point in the war? Battle of Gettysburg 6. Where was the first shot fired (to begin the Civil War)? Fort Sumter 7. What year did the Civil War begin? 1861 8. Who is the 16th president of the United States? Abraham Lincoln 9. Which book showed the evils of slavery? Uncle Tom’s Cabin 10. Who led a gun raid to protest slavery in Harper’s Ferry? John Brown 13. What is a person who is against slavery called? Abolitionist 14. What were the Northern troops called? Union 18. Who was the Confederate general that was famous for his victories in the Shenandoah Valley? Thomas “Stonewall” Jackson 19. Who was the commander of the Confederate Army? Robert E. Lee 11. What were the Southern troops called? Confederates 12. What year did the Civil War end? 1865 15. Which side wanted to abolish slavery? North (Union) 16. What was Sherman’s walk from Tennessee to Atlanta called? The Atlanta Campaign © 2014 Brain Wrinkles Social Studies Rocks! 17. Who was the commander of the Union army? Ulysses S. Grant Teacher Directions – Who Am I? Ticket Out the Door • Have students write 3-5 “clues” about one of the significant people from the Civil War: Lincoln, Lee, Grant, Davis, or Jackson. • The next day, begin class by having students share their clues and have their peers guess the person. You can do this in partners, groups, or with the entire class. © 2014 Brain Wrinkles On the name tag below, write 3-5 clues about one of the important people of the Civil War. Don’t write the person’s name because your classmates are going to guess the person based on your description! On the name tag below, write 3-5 clues about one of the important people of the Civil War. Don’t write the person’s name because your classmates are going to guess the person based on your description! my name is my name is © 2014 Brain Wrinkles © 2014 Brain Wrinkles Civil War Review Game Key Terms List • • • • • • • • • • Uncle Tom’s Cabin 1861 John Brown States’ Rights 1865 Cotton Abolitionist North (Union) South (Confederates) Battle at Fort Sumter • • • • • • • • • Battle at Gettysburg Atlanta Campaign March to the Sea Appomattox Court House Abraham Lincoln Robert E. Lee Jefferson Davis Ulysses S. Grant Thomas “Stonewall” Jackson Game Set-Up Instructions: • Print off the cover, laminate it, and attach it to a large manila envelope (with clasp) or gallon-size baggie. You can include all of the pieces for this activity in the envelope or baggie so it’s easy to find and use. • Print off the “I Have – Who Has” cards, cut them out, and laminate them so that they will last longer. • Each student will need a card, so you may need to print off more than one set. (It takes 2 for my class, with a few students getting more than one card.) • *Make sure that you print off each set on different colored paper. This way, students will make matches with others who have the same color cards. • It’s easier (and less chaotic) if you designate areas of your room for each card’s color. (Example—reds by the door, blues in the corner, etc.) “I Have – Who Has” Game Directions: 1. To play the game, each student will get one card. (If there are extra cards, some students may get more than one.) 2. The student who has the START card will read the card aloud first. 3. The student who has the answer will say, "I have ___, who has ___?" 4. The game continues until the group reaches the END card. 5. The team that finishes first is the winner! START Who has the year that the Civil War began? I have 1861. Who has the government issue that caused the South to secede? I have States’ Rights. Who has where the first shot was fired to begin the Civil War? I have Battle at Fort Sumter. Who has the crop that the South’s economy was heavily based on? I have Cotton. Who has the side of the War that wanted to abolish slavery? I have North (Union). Who has the location where General Lee surrendered to General Grant? I have Appomattox Court House. Who has the president who freed slaves in areas fighting against the North? I have Abraham Lincoln. Who has the event that resulted in the burning of Atlanta? I have Atlanta Campaign. Who has the commander of the Union Army? I have Ulysses S. Grant. Who has the president of the Confederacy? I have Jefferson Davis. Who has the term for someone who wants to end slavery? I have Abolitionist. Who has the battle that was a major turning point in the war? I have Battle of Gettysburg. Who has Sherman’s destructive path from Atlanta to Savannah? I have March to the Sea. Who has the man who led a raid to protest slavery? I have John Brown. Who has the book that showed the evils of slavery? I have Uncle Tom’s Cabin. Who has the commander of the Confederate Army? I have Robert E. Lee. Who has the Confederate general famous for his victories in the Shenandoah Valley? I have South (Confederates). Who has the date that the Civil War ended? I have Thomas “Stonewall” Jackson. Who has the side whose economy was negatively impacted by the war? I have 1865. END 1 2 9 10 3 4 11 12 5 6 13 14 7 8 15 16 17 18 19 20 Thank you so much for downloading this file. I sincerely hope you find it helpful and that your students learn a lot from it! I look forward to reading your feedback in my store. If you like this file, you might want to check out some of my other products that teach social studies topics in creative, engaging, and hands-on ways. Best of luck to you this school year, Ansley at Brain Wrinkles © 2014 Brain Wrinkles © 2014 Brain Wrinkles. Your download includes a limited use license from Brain Wrinkles. The purchaser may use the resource for personal classroom use only. The license is not transferable to another person. Other teachers should purchase their own license through my store. This resource is not to be used: • By an entire grade level, school, or district without purchasing the proper number of licenses. For school/district licenses at a discount, please contact me. • As part of a product listed for sale or for free by another individual. • On shared databases. • Online in any way other than on password-protected website for student use only. © Copyright 2014. Brain Wrinkles. All rights reserved. Permission is granted to copy pages specifically designed for student or teacher use by the original purchaser or licensee. The reproduction of any other part of this product is strictly prohibited. Copying any part of this product and placing it on the Internet in any form (even a personal/classroom website) is strictly forbidden. Doing so makes it possible for an Internet search to make the document available on the Internet, free of charge, and is a violation of the Digital Millennium Copyright Act (DMCA). Clipart, fonts, & digital papers for this product were purchased from: Thank you, Ansley at Brain Wrinkles © 2014 Brain Wrinkles