Download SECESSION AND THE CIVIL WAR

SOCIAL STUDIES
INSTRUCTIONAL
LEADERS MEETING
February 25, 2014
Reflect
• Did you department have time to work on revising
questions to be text-dependent and text-specific? What
successes/challenges emerged?
Agenda – Information to Share
• NNCSS, Saturday, March 1 at Galena High School
• George Washington 4-hour free professional learning on
Saturday March 15 at Historical Society – sign up soon
• TAH Summer Institute on the Constitution, June 18-20 –
information to follow
• Project REAL is offering free court tour field trips.
• Monuments Men teaching materials
Action Item: None
• Thank you for collecting information on the instructional
minutes and course design at your schools. There is an
ongoing conversation about creating more equity in the
design of middle school instructional minutes.
PROFESSIONAL LEARNING
CORE ACTIONS 1-3
This work takes time to master and is ABSOLUTELY
ESSENTIAL to implementing CCSS effectively. The
practice we do today should be replicated in your
departments.
Activity to replicate
with your
department.
Professional Learning: Core Actions
Essential Questions:
• How can we modify history lectures to be CCSS aligned
with a focus on text-centered instruction?
• How can we ensure that we are meeting the indicators of
the Instructional Practice Guides during lessons that
require direct instruction of background information?
Review & Discuss
• REVIEW CORE ACTIONS LEARNING TO DATE: choosing
and analyzing complex texts, academic writing vocabulary
questions, writing high-level text-dependent and text-specific
questions
• DISCUSS: Addressing the Challenges of Presenting
Information
• How do you capture and hold students' attention?
• How do you organize the information in your lecture for optimal
learning?
• How do you encourage students to actively process the most
important content?
• How do you provide students with opportunities to apply their new
learning?
• How do you keep complex text analysis central in learning?
Engage in New Learning
• REVIEW IPGs: Keep in mind the indicators that should
be seen in each extended lesson for each of the Core
Actions.
• EXAMPLE LECTURE PP & HANDOUTS
• ENGAGE AS A STUDENT: Work with a partner to answer
the questions on the documents.
Civil War
Chapter 15
SECESSION AND THE CIVIL
WAR
Lincoln’s First Inaugural Address
I hold that in contemplation of universal law and of the Constitution the Union of these
States is perpetual. Perpetuity is implied, if not expressed, in the fundamental law of all
national governments. It is safe to assert that no government proper ever had a provision
in its organic law for its own termination. …
Descending from these general principles, we find the proposition that in legal
contemplation the Union is perpetual confirmed by the history of the Union itself. The
Union is much older than the Constitution. It was formed, in fact, by the Articles of
Association in 1774. It was matured and continued by the Declaration of Independence
in 1776. It was further matured, and the faith of all the then thirteen States expressly
plighted and engaged that it should be perpetual, by the Articles of Confederation in
1778. And finally, in 1787, one of the declared objects for ordaining and establishing the
Constitution was "to form a more perfect Union."…
It follows from these views that no State upon its own mere motion can lawfully get out
of the Union; that resolves and ordinances to that effect are legally void, and that acts of
violence within any State or States against the authority of the United States are
insurrectionary or revolutionary, according to circumstances.
…
In your hands, my dissatisfied fellow-countrymen, and not in mine, is the momentous
issue of civil war. The Government will not assail you. You can have no conflict without
being yourselves the aggressors. You have no oath registered in heaven to destroy the
Government, while I shall have the most solemn one to "preserve, protect, and defend it."
Early Campaigns and Battles (1)
• Northern achievements by 1862
–
–
–
total naval supremacy
Confederate troops cleared from West
Virginia, Kentucky, much of Tennessee
New Orleans captured
• Confederate achievements by 1862
–
–
–
stall campaign for the Mississippi at Shiloh
defend Richmond from capture by
McClellan
Kept North at bay
Early Campaigns and Battles (2)
• Bull Run #1 (Manassas, VA) -- July, 1861
– Gen. Winfield Scott’s humiliating defeat
• Forts. Henry & Donaldson, TN – Feb, 1862
– Grant captures forts, confeds leave KY and mid-TN
• Shiloh, TN -- April, 1862
– Bloody stalemate, confederates retreat to Miss
• New Orleans – April, 1862
– Farragut captures city and secures mouth of Miss R.
• Seven Pines, VA – May, 1862
– McClellan indecisive & eventually retreats (may have
captured Richmond)
Early Campaigns and Battles (3)
• Bull Run #2 (Manassas, VA) -- Aug, 1862
– McClellan slow to join Polk – defeated by Lee
• Antietam (Sharpsburg, MD) – Sept, 1862
– Lee invades North & McClellan fights to a draw
– Heaviest casualties of war, Lee retreats south
• Fredericksburg, VA – Dec, 1862
– Lincoln replaces McClellan with Burnside who
attacks a fortified conf. position and is defeated
Civil War, 1861-1862
Civil War, 1861-1862
Study the map closely.
With your table group,
discuss the following:
What can we infer about
the Union and
Confederate strategies
from this map?
Using information from the
map alone, support one of
the following claims:
In the early years of the
War, (the Union OR the
Confederacy) was poised
for victory.
Battle of Bull Run
(1st Manassas)
July, 1861
War in the East: 1861-1862
http://www.youtube.com/watch?v=tomcN9qC2wo
As you watch the video, take notes on the following questions.
Write down short quotes/paraphrases or single words that will
help you remember the answers to your questions.
1. What words and phrases are used to describe the Battle of
Antietam?
2. What impact did photography have?
3. What happened to the dead (and wounded) after the battle?
For what reasons?
4. How is Antietam described as a turning point in the war and in
American history?
Battle of Antietam
“Bloodiest Single Day of the War”
September 17, 1862
23,000 casualties
McClellan: I Can Do It All!
The Diplomatic Struggle
• England
– belligerent rights extended to Confederacy
– conditions recognition of independence on
proof that South can win independence
• France--Confederacy not recognized unless
England does so first
• "King Cotton" has little influence on foreign
policy of other nations
– 1863 South breaks diplomatic relations with Br.
– European countries decided intervention not
worth risk (no major victory by South)
South seeking alliance with GB (since GB
industry was dependent on "King Cotton")...but
GB was wary of events and did not want to
become involved:
GB had stockpiled cotton as the conflict was
escalating; they had also found other sources
(Madras, India)
most Br. workers who lost their jobs in cotton
factories had been able to find work in the
new munitions factories that were mostly
supplying the North
most Br. citizens resented slavery
Br. crop failures had led to increased grain
trade with the North
Br. Ship Trent intercepted by N. on its way to GB
from S.; carrying S. "ambassadors"...the N.
resented Br. interference, leading some to call for
war; Lincoln simply defused the situation by
releasing the ship and the southern "agents"
GB had also sold several ships to the S., namely
the Florida and the Alabama - they had sunk
many N. ships
Fight to the Finish
• North adopts radical measures to win
– Emancipation & black support
• 1863--war turns against South
– Gettysburg
• Southern resistance continues
– Finally overcome by North’s advantages in
economy, transportation, war materiel,
manpower
The Coming of Emancipation
• Lincoln favors gradual emancipation
– Fear of alienating border states
– Republicans increasingly for immediate emancipation
– Europeans favor emancipation
• September 22, 1862--Antietam prompts
preliminary Emancipation Proclamation
–
surrender in 100 days or lose slaves
• January 1, 1863--Proclamation put into effect for
areas still in rebellion
– Not applied to border states, not immediate
• African Americans flee to Union lines
• Confederacy loses thousands of laborers
• Blacks volunteer for North military
The
Emancipation
Proclamation
“Of all the country’s foundational and
key documents the Emancipation
Proclamation may well be the most
misunderstood. On the one hand,
there are a healthy share of
Americans who believe that Lincoln
freed all the slaves with a stroke of
his pen. On the other, there is this
cynical modern take that says Lincoln
wasn’t interested in emancipation,
that he took action for purely political
reasons, for military reasons and this
notion that not many slaves were
actually freed. None of that is exactly
true.”
Eric Foner, historian, quoted in America's
Understanding of Emancipation Proclamation On
Its 150th Anniversary Too Simple For Country's
Own Good (Huffington Post, 1/1/13)
Are there reasons for
the misunderstanding
Foner notes that can
be found in the
Emancipation
Proclamation itself?
Read and discuss with
a partner your assigned
portion of the document
for evidence of the
Emancipation as a
freedom document and
evidence of it as a
political and military
document.
Group 1: Read lines
36-47.
Group 2: Read lines
48-56.
African Americans and the War
• 200,000 African American Union troops
– Heroic performance in battles
– Often fought to death to avoid capture
• Many others labor in Northern war effort
• Lincoln pushes further for black rights
–
–
–
organizes governments in conquered Southern
states that abolish slavery
Maryland, Missouri abolish slavery
January 31, 1865--13th Amendment passed
"Neither slavery nor involuntary servitude, except as
a punishment for crime whereof the party shall have
been duly convicted, shall exist within the United
States, or any place subject to their jurisdiction."
African-American Recruiting Poster
The Famous 54th Massachusetts
The Tide Turns (1)
• South economy and social order collapsing
• North, 1863--war-weariness
–
–
–
–
–
•
New York riots against conscription
Grant seems bogged down at Vicksburg
Union defeated at Chancellorsville, VA – May, 1863
Democrats attack Lincoln over emancipation
Copperheads – “Peace at any Price”
Lincoln & North need battlefield victories soon
The Tide Turns (1)
• Gettysburg, PN -- July, 1863
–
–
•
Lee invades North and loses to Meade
Meade does not pursue Lee after retreat
Vicksburg, Miss – July, 1863
–
–
Grants captures city after siege
North holds entire Mississippi
The Road to Gettysburg: 1863
BATTLE OF GETTYSBURG
Pickett’s Charge
• “Four score and seven years ago our
forefathers --that from these honored dead we take
increased devotion to that cause for which
they gave the last full measure of devotion -that we here highly resolve that these dead
shall not have died in vain -- that this nation,
under God, shall have a new birth of
freedom -- and that government of the
people, by the people, for the people, shall
not perish from the earth.
Abraham Lincoln
Gettysburg, PA
Nov 19, 1863
The War in
the West, 1863:
Vicksburg
Last Stages of the Conflict
• Chattanooga, TN – Aug, 1863
– Grant arrives from Vicksburg -- defeats confederate
army after Rosecrans lost at Chickamauga
• March 9, 1864--Grant made supreme
commander of Union armies
• Union invades the South on all fronts in 1864
–
–
Sept -- Sherman takes Atlanta & marches east
through Georgia cutting South in half
Grant lays siege to Richmond, Petersburg
• November 8--Lincoln reelected
Presidential Election
Results:
1864
Last Stages of the Conflict
• April 9, 1865 (Appomattox, VA)--Lee surrenders
• April 14 (Ford’s Theater)--Lincoln assassinated
• May 26--Final capitulation of Confederacy
The Final Virginia Campaign:1864-1865
Surrender at Appomattox
April 9, 1865
The Assassination
Effects of the War (1)
• 618,000 troops dead
• Bereft women seek non-domestic roles
• Four million African Americans free, not
equal
• Industrial workers face wartime inflation
Casualties of War
THINKING
CRITICALLY
1. With a partner, study these
graphs.
2. Write down as many
questions as you can about this
information. What information
would help you better
understand these graphs?
•
An example question is: What
was the total population of the
United States during each of
these wars?
3. Rank your questions from
most interesting/important to
least. Research to find the
answer to one of your top three
questions for homework.
4. Whole class discussion: Why
is it important to look at the
“white space” (what is left out of
a source)?
Effects of the War (2)
• Federal government predominant over
states
• Federal government takes activist role
in the economy
– higher tariffs, free land, national banking
system
POLITICAL-ECONOMIC IMPACTS
• Without Southerners in fed. government changes
occurred benefitting the North:
• 1) Homestead Act passed by Congress in 1862 encouraged Westward expansion w/o slavery
- 165 acres to anyone who would farm it 5 yrs
• 2) Union-Pacific Railway was authorized - great
trade potential focused on the Northern States
• 3) Tariffs were put in place to protect Northern
industry
POLITICAL-ECONOMIC IMPACTS
• 4) Congress established a single federal currency same value in all states - known as "Greenbacks"
• 5) to cover war debts, Union government issued war
bonds and introduced the income tax
• 6) in a further illustration of fed. government power,
Lincoln restricted civil liberties so nothing would
detract from Union war effort (suspended Habeas
Corpus)
- free press & speech also interrupted
EFFECTS OF CIVIL WAR
• creation of a single unified country
• abolition of slavery (yet discrimination continued)
• increased power to fed. government – killed the
issue of nullification and extreme states rights
• U.S. now an industrial nation
• a stronger sense of nationalism
• Western lands more opened to settlement
• South was economically and physically
devastated with the plantation system based on
slavery destroyed...thus Reconstruction
(rebuilding the South) - but a deep hatred of the
North remained...
Apply, Evaluate, & Reflect
• APPLY LEARNING & EVALUATE PP ADDITIONS:
• Did the texts meet the indicators of Core Action 1? Why? How?
• Were the questions asked text-dependent and text-specific?
• Did the activities meet the indicators of Core Action 2?
• How would you ensure that in using this PP and activities you were
meeting the indicators of Core Action 3?
• REFLECT:
• As we often ask about balance in the classroom (e.g. how often to
close read), how often should teachers be using PP lectures?
• How might your department PLCs be able to adapt their lectures to
be more highly core aligned?
Questions, Concerns, Comments