Download YEAR 6: THE AMRICAN CIVIL WAR (6 lessons)

YEAR 6: THE AMRICAN CIVIL
WAR (6 lessons)
Contents Include:
American expansion
Slavery in the South
Abolitionism
The American Civil War
The outcome of the War
Suggested Teacher Resources:

America, the story of us is an entertaining, if slightly melodramatic, documentary
from which it would be good to show clips. Available on youtube.

The History Channel website has some excellent clips and resources.

The American Civil War (Dorling Kindersley) and The Civil War in Color by John C.
Guntzelman.
Lesson 1.
American Expansion
This unit of work follows on from the Declaration of Independence studied in Year 5 history. It is important to realise that the United States of America did not
initially stretch all across the North American landmass. Instead, between 1776 and 1853, the United States acquired or purchased land from France, Spain,
Great Britain and Mexico until the nation reached, in a well-used phrase, ‘from sea to shining sea’. The territory was slowly occupied by people moving ‘out
west’, and Lewis and Clarke were the first European settlers in America to trek from the Atlantic to the Pacific Coast, mapping the terrain of the continent.
See pages 99-102 of What Your Year 6 Child Needs to Know.
Learning Objective
Core Knowledge
Activities for Learning
To understand how
America grew from
the original thirteen
colonies to stretch
across the
continent.
America grew rapidly from the
thirteen colonies ruled by the
British, to a country which spread
across the continent.
Use the maps on pages 99 and 100 to
find out when some of the most famous
of America’s states became part of the
United States, and who owned them
previously (resource 1).
America is comprised of many
individual ‘states’, which are
united by one government.
Hence, the ‘United States of
America’.
People who travelled West and
settled these new lands were
known as pioneers. They
travelled from the East in wagons
called prairie schooners to start a
new life. The native Americans
suffered as a result of this
incursion.
Related Vocabulary
expansion
state
union
pioneers
native Americans
Assessment Questions
What happened to the
size of the United
States after the
American War of
Independence?
Study an image of Pioneers travelling in
their wagon and establishing a house on
the prairie, see here, here and here.
Imagine being a young child in a family
who move out west. Write a diary entry
about the experiences, dangers and
excitement of travelling out west.
Which other countries
did American gain land
from?
This episode of America, the Story of the
USA, has some good sections on
pioneers and westward expansion. See
from 16:26 in particular. This is an
fascinating animated map of American
expansion.
Why did the Native
Americans and the
pioneers come into
conflict?
What dangers did
pioneers face when
moving ‘out West’?
1.
American Expansion
State
New York
Mississippi
Florida
California
Washington
Louisiana
When did it become
part of America?
Who did America
gain it from?
How did America gain it?
1.
American Expansion
(Complete)
State
When did it become
part of America?
Who did America
gain it from?
How did America gain it?
New York
1776
Great Britain
American Wars of
Independence.
Mississippi
1776
Great Britain
American Wars of
Independence.
Florida
1819
Spain
Acquired from Spain.
California
1848
Mexico
Gained through the MexicanAmerican War.
Washington
1846
Great Britain
Acquired as part of Oregon
Territory.
Louisiana
1803
France
Acquired as part of the
Louisiana Purchase.
Lesson 2. Slavery in the South
The American Civil War was ignited by slavery. If the abolition of slavery in England was studied in Year 5 history, the struggle in America should be a familiar
topic to approach. Slavery was abolished throughout the British Empire in 1833, but it persisted in the United States of America until 1863. Individual states
could decide whether or not to abolish slavery, and a situation in America developed whereby slavery was illegal in the North but remained legal in the
South, where the labour intensive cotton and tobacco farms were found. Some southern slaves would escape their masters, and travel north to freedom.
See pages 102-3 of What Your Year 6 Child Needs to Know.
Learning Objective
To understand why
the states in the
American South
wanted to keep
slavery.
Core Knowledge
The Southern American states
used slave labour until the 1863,
where slaves were used to work
large farms (plantations) often
picking cotton.
The Southern States were afraid
that the American President
would abolish slavery. They
believed that each state had the
right to decide whether or not
they should keep slaves.
Life as a slave on an American
plantation was extremely
unpleasant, and many slaves
attempted to escape. One
escaped slave, Frederick
Douglass, became America’s
most famous abolitionist.
Activities for Learning
Shade in the slave owning states on a
small map of the East Coast of America
(resource 2).
Read the extracts from Solomon
Northup’s 12 Years A Slave (resource 3)
and Frederick Douglass’ memoirs
(resource 4). Based on these extracts,
answer a series of questions about slave
life as a cotton picker.
This episode of America, the Story of the
USA, has some good sections on slavery
in the South. See from 7:54 and 20:57 in
particular. The television series Roots
(1977) is an excellent dramatizations of
the life of Kunta Kinte, a slave on a
plantation in Maryland, and some scenes
would be suitable to show in class.
Related Vocabulary
plantation
states
cotton picker
master
Assessment Questions
Why did states in the
American South want
to keep slaves?
What was life like as a
slave on a plantation
in the American
South?
What did slaves do to
resist their masters?
2.
The Slave Owning South
Below is a map of America, and a list of the states where slavery remained legal by 1860. Use a map of the American states to
shade in the slave owning states. What do you notice about their geographical position?
Slave States in 1860
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Alabama
Arkansas
Delaware
Florida
Georgia
Kentucky
Louisiana
Maryland
Mississippi
Missouri
North Carolina
Texas
Tennessee
South Carolina
Virginia
3.
12 Years a Slave
Solomon Northup was a free-born African-American who worked as a violinist and farmer near
New York. Aged 33, he was illegally captured and sold into slavery in the Southern State of
Louisiana. In this adapted extract, he describes being set to work in the cotton fields.
“In the latter part of August begins the
cotton picking season. At this time each
slave is presented with a sack. A strap is
fastened to it, which goes over the neck,
holding the mouth of the sack breast high,
while the bottom reaches nearly to the
ground. Each one is also presented with a
large basket that will hold about two barrels.
This is to put the cotton in when the sack is
filled. The baskets are carried to the field
and placed at the beginning of the rows.
When a new hand, one unaccustomed to the
business, is sent for the first time into the
field, he is whipped up smartly, and made
for that day to pick as fast as he can possibly.
At night it is weighed, so that his capability in
cotton picking is known. He must bring in the
same weight each night following. If it falls
short, it is considered evidence that he has
been laggard, and a greater or less number
of lashes is the penalty.
An ordinary day's work is two hundred
pounds. A slave who is accustomed to
picking, is punished, if he or she brings in a
less quantity than that. There is a great
difference among them as regards this kind
of labor. Some of them seem to have a
natural knack, or quickness, which enables
them to pick with great celerity, and with
both hands, while others, with whatever
practice or industry, are utterly unable to
come up to the ordinary standard. Patsey, of
whom I shall have more to say, was known
as the most remarkable cotton picker on
Bayou Boeuf. She picked with both hands
and with such surprising rapidity, that five
hundred pounds a day was not unusual for
her.
Each one is tasked, therefore, according to
his picking abilities, none, however, to come
short of two hundred weight. I, being
unskillful always in that business, would
have satisfied my master by bringing in the
latter quantity, while on the other hand,
Patsey would surely have been beaten if she
failed to produce twice as much.
The cotton grows from five to seven feet
high, each stalk having a great many
branches, shooting out in all directions, and
lapping each other above the water furrow…
It is necessary to be extremely careful the
first time going through the field, in order
not to break the branches off the stalks. The
cotton will not bloom upon a broken branch.
Epps never failed to inflict the severest
chastisement on the unlucky servant who,
either carelessly or unavoidably, was guilty
in the least degree in this respect.”
4.
Frederick Douglass
Frederick Douglass was born into slavery on a plantation in Maryland around 1818, and in 1838
he escaped slavery and settled in New York. Douglass wrote an autobiography, and became
America’s leading abolitionist. In 1872, he was the first African American to run for Vice President.
This is an adapted extract from his memoirs, Narrative Life of Fredrick Douglass (1845).
“We were worked in all weathers. It was
never too hot or too cold; it could never rain,
blow, hail, or snow, too hard for us to work
in the field. Work, work, work, was scarcely
more the order of the day than of the night.
The longest days were too short for him, and
the shortest nights too long for him.
I was somewhat unmanageable when I first
went there, but a few months of this
discipline tamed me. Mr. Covey succeeded in
breaking me. I was broken in body, soul, and
spirit. My natural elasticity was crushed, my
intellect languished, the disposition to read
departed, the cheerful spark that lingered
about my eye died; the dark night of slavery
closed in upon me; and behold a man
transformed into a brute!’
My first master's name was Captain Anthony
- a title which, I presume, he acquired by
sailing a craft on the Chesapeake Bay. He
was not considered a rich slaveholder. He
owned two or three farms, and about thirty
slaves. His farms and slaves were under the
care of an overseer.
The overseer's name was Plummer. Mr.
Plummer was a miserable drunkard, a
profane swearer, and a savage monster. He
always went armed with a cowskin and a
heavy cudgel. I have known him to cut and
slash the women's heads so horribly, that
even master would be enraged at his cruelty,
and would threaten to whip him if he did not
mind himself. Master, however, was not a
humane slaveholder. It required
extraordinary barbarity on the part of an
overseer to affect him. He was a cruel man,
hardened by a long life of slaveholding. He
would at times seem to take great pleasure
in whipping a slave. I have often been
awakened at the dawn of day by the most
heart-rending shrieks of an own aunt of
mine, whom he used to tie up to a joist, and
whip upon her naked back till she was
literally covered with blood. No words, no
tears, no prayers, from his gory victim,
seemed to move his iron heart from its
bloody purpose. The louder she screamed,
the harder he whipped; and where the blood
ran fastest, there he whipped longest.”
Lesson 3. American Abolitionism
Abolitionism split America. It was led by members of the northern states, including many escaped slaves (such as Frederick Douglass) who had travelled north
to gain their freedom. As in Britain, campaigns to raise awareness of the horrors of slavery were employed by the abolitionists, with memoirs and books such
as Uncle Tom’s Cabin being some of the most effective campaigning tools. However, the abolitionist movement had little impact in the South, where the
economy depended upon slave labour. When Abraham Lincoln, who sympathised with abolition, became president in 1860, trouble was on the horizon.
See pages 103-4 of What Your Year 6 Child Needs to Know.
Learning Objective
To understand why
the states in the
American North
wanted to see
slavery abolished.
Core Knowledge
Activities for Learning
Related Vocabulary
Assessment Questions
America had a similar abolition
movement to Britain, involving
key figures such as William Lloyd
Garrison and Frederick Douglass.
Study the life of Abraham Lincoln by
completing a timeline of the major
events in his life (resource 5). He is
considered one of America’s greatest
leaders. This website has a good outline
of his life, and a useful video.
abolition
American
Constitution
Underground Railroad
Lincoln
Harriet Tubman
What was the effect of
Uncle Tom’s Cabin on
the abolitionist
movement?
Harriet Beecher Stowe’s novel
Uncle Tom’s Cabin leant a lot of
power to the abolitionist
movement.
An important political figure in
the American abolition
movement was Abraham Lincoln,
who became President of the
United States in 1860.
Read about the Underground Railroad
and the life of Harriet Tubman (resource
6). Once pupils have learnt about this
system for aiding escaped slaves, they
could plan their own escape from a
Plantation. How would they escape?
What would they bring with them? How
would they travel? For more
information, and a video, see here.
What role did
Abraham Lincoln play
in the campaign
against slavery?
Why did Southern
states believe that
they had the right to
keep slaves?
5. Abraham Lincoln’s life
1809
1817
1832
1837
1858
1860
1863
1865
5. Abraham Lincoln’s life
Complete
Lincoln was born in a log cabin in
Hardin County, Kentucky. His
parents were religious Baptists,
who owned a large farm and were
reasonably wealthy.
1809
1817
Lincoln fought against the native
Americans in the Black Hawk War,
having previously worked as a
woodsman, shopkeeper and
postman.
1832
1837
Having become a strong opponent
to slavery, Lincoln fought an
election to the Senate. He did not
win, but he gained much attention
for his views on slavery.
Lincoln became a lawyer in Illinois
having taught himself the law in
his spare time. He became known
for being quick-witted and hard
working.
1858
1860
When it looks as if Lincoln’s
Northern States were likely to win
the war, Lincoln passed the
Emancipation Proclamation,
freeing the slaves of the South.
Lincoln’s father, Thomas, lost all of
his land and money in a court
case, and the family moved out
West to Indiana. Here, they
scraped a living on a small farm.
Lincoln won the election to
become President. This triggered
the Civil War, as the southern
states feared that Lincoln would
force them to abolish slavery.
1863
1865
Just six days after the American
Civil War ends with Lincoln’s
victory, he was assassinated whilst
watching a play in Washington DC
with his wife.
6.
The Underground Railway
The most important thing to realise about the Underground Railroad was that it was not
actually a railroad! It was a network of volunteers who helped escaped slaves flee northwards.
The Underground Railroad was a vast
network of people who helped slaves escape
to the North and to Canada. It consisted of
many individuals, both white and black, who
helped slaves flee from the Deep South.
According to one estimate, the South lost
100,000 slaves between 1810 and 1850.
for. Money was also needed to improve the
appearance of the runaways, as a black man,
woman, or child in tattered clothes would
invariably attract suspicious eyes. This
money was donated by individuals and also
raised by charitable groups, including
vigilance committees.
The Underground Railroad used terms used
in railroading as a code language: the homes
and businesses where fugitives would rest
and eat were called ‘stations’ and ‘depots’
and were run by ‘stationmasters’, those who
contributed money or goods were
‘stockholders’, and the ‘conductor’ was
responsible for moving fugitives from one
station to the next.
Vigilance committees sprang up in the larger
towns and cities of the North, most
prominently in New York, Philadelphia, and
Boston. In addition to raising money, the
organizations provided food, lodging and
money, and helped the fugitives settle into a
community by helping them to find jobs.
For the slave, running away to the North was
not easy. The first step was to escape from
the slaveholder. The fugitives would then
move at night, generally travelling between
10 and 20 miles to the next station, where
they would rest and eat, hiding in barns and
other out-of-the-way places. While they
waited, a message would be sent to the next
station to alert its stationmaster.
The fugitives would also travel by train and
boat, travel that sometimes had to be paid
The Underground Railroad had many
notable participants, including Levi Coffin, a
Quaker who assisted more than 3,000
slaves. The most famous Underground
Railroad conductor was Harriet Tubman,
who went by the code-name ‘Moses’. She
was an escaped slave herself, and as a child
she gained a severe head wound when she
was hit by a metal weight for refusing to
restrain a runaway slave. Having escaped the
South, she then made 19 daring trips back to
the South and escorted over 300 other
slaves to freedom.
Lesson 4. The Start of the American Civil War
The American Civil War was triggered by Abraham Lincoln’s surprise election as President of the United States in 1860. He had previously given a widely
reported speech condemning the evils of slavery, and was well known supporter of abolition. The South was not willing to take any chances. South Carolina
was the first to declare itself independent of America, and other states followed suit by seceding (breaking away). They formed their own country and chose a
plantation owner named Jefferson Davis as President. When the Southerners attacked the Fort Sumter in Charleston in April, 1861, the Civil War began.
See pages 104-5 of What Your Year 6 Child Needs to Know.
Learning Objective
How did the
American Civil War
begin?
Core Knowledge
Activities for Learning
When Lincoln was elected
President, the Southern States
were worried that they would be
forced to abolish slavery so they
declared their independence
from the United States.
Study a map of America showing which
states were Unionist, and which were
part of the Confederacy. Detail the
differences between the two sides,
according to geography, leadership and
beliefs (resource 7).
The Southern States joined
together to form their own
country, the Confederate States
of America (the Confederacy),
with their own flag and
president.
Design a recruitment poster for the
Unionist army, calling for citizens to
‘defend the union’ and help abolish the
evils of slavery.
In order to defend themselves
against American troops, the
Confederacy appointed General
Robert E. Lee to command their
forces.
The end of this episode of America, The
Story of Us explains the start of the Civil
War (from 41:00). This is the episode on
the American Civil War from America,
the Story of US.
Related Vocabulary
confederacy
unionist
independence
abolish
Lincoln
Assessment Questions
What did the Southern
States do in response
to Lincoln becoming
President?
What was the
Confederacy?
Why did the creation
of the confederacy
lead to Civil War?
7.
The two sides in the Civil War
Confederate Army
Unionist Army
What parts of America were they from?
What parts of America were they from?
What did they believe in?
What did they believe in?
Who were their leaders?
Who were their leaders?
7.
The two sides in the Civil War (complete)
Confederacy
Unionists
What parts of America were they from?
What parts of America were they from?
They were from the Southern States, where slavery was still legal
The northern states where slavery was illegal, such as New York,
and slaves still worked on plantations.
Massachusetts and Illinois.
What did they believe in?
What did they believe in?
They believed that it was their right as states to decide whether
They believed that slavery should be banned throughout the
slavery was legal, and the President did not have the power to
United States of America. They also were fighting to keep America
make such a decision. This was a belief called ’states rights’. Once
united, hence the ‘union’ as they did not want the country to split
Lincoln was president, they simply wanted to be another country.
in two over the issue of slavery.
Who were their leaders?
Who were their leaders?
Jefferson Davis was elected as President of the Confederacy, in
President Lincoln was their political leader, and General Ulysses S.
their capital Richmond. General Robert E. Lee led their army.
Grant led their army.
Lesson 5. The American Civil War
For the first two years of war, the Confederate army seemed to be the stronger force. However, in 1862 the war turned in favour of the Unionists. Lincoln
seized this opportunity, and on 1 January 1863 the Emancipation Proclamation abolished slavery in the United States. The reason Lincoln did not do this
immediately was that some states fighting for the Union, such as Delaware and Maryland, still allowed slavery, and may have joined the confederacy if
slavery was abolished sooner. After the Battle of Gettysburg in summer 1863, it was clear that the Civil War would be won by Lincoln’s Unionists.
See pages 104-6 of What Your Year 6 Child Needs to Know.
Learning Objective
Core Knowledge
Activities for Learning
Related Vocabulary
What happened
during the American
Civil War?
Lincoln waited until 1862 before
the Emancipation Proclamation
which freed the African-American
slaves, in order not to drive away
four slave owning states that
were fighting for the Union.
Study the speech of Lincoln’s Gettysburg
address (resource 8), and work out what
the message is. It is one of the most
famous pieces of rhetoric in world
history. The text is quite advanced, but
will be good for improving literacy.
emancipation
proclamation
Gettysburg
rhetoric
The Union army from 1862,
enlisted Black soldiers to fight for
their army.
The film Glory is one of the best screen
accounts of the Civil War, covering the
story of America’s first black regiment of
soldiers, formed after the Emancipation
Proclamation. You could show a scene
from the film, and use it as the basis for
a creative writing task.
The decisive battle in the Civil
War was Gettysburg, in July 1863.
Some months later, Lincoln made
a speech on the battlefield.
The progress of the war, from the
Emancipation Proclamation to the
surrender of the South, is covered in this
episode of America, the Story of US from
35:40 to 45:20.
Assessment Questions
What two important
decisions were made
by the Unionists in
1862?
Why did Lincoln wait
until 1863 before he
freed the American
slaves?
Why was Gettysburg
such an important
victory?
What did Lincoln say in
the Gettysburg
Address?
8.
The Gettysburg Address
Abraham Lincoln delivered his address on November 19, 1863, as a dedication to a new
cemetery for soldiers killed at the Battle of Gettysburg. Despite only talking two minutes to
deliver, it is today remembered one of the most famous political speeches of all time.
Four score and seven years ago our fathers brought
forth on this continent a new nation, conceived in
liberty, and dedicated to the proposition that all men
are created equal.
Now we are engaged in a great civil war, testing
whether that nation, or any nation so conceived and
so dedicated, can long endure. We are met on a great
battlefield of that war. We have come to dedicate a
portion of that field, as a final resting place for those
who here gave their lives that that nation might live. It
is altogether fitting and proper that we should do this.
But, in a larger sense, we can not dedicate, we can
not consecrate, we can not hallow this ground. The
brave men, living and dead, who struggled here, have
consecrated it, far above our poor power to add or
detract. The world will little note, nor long remember
what we say here, but it can never forget what they
did here. It is for us the living, rather, to be dedicated
here to the unfinished work which they who fought
here have thus far so nobly advanced. It is rather for
us to be here dedicated to the great task remaining
before us—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.
8.
The Gettysburg Address
Complete
Abraham Lincoln delivered his address on November 19,1863, as a dedication to a new cemetery
for soldiers killed at the Battle of Gettysburg. Despite only talking two minutes to deliver, it is
today remembered one of the most famous political speeches of all time.
‘Score’ is an old-fashioned
word for ‘twenty’, so he is
talking about an event 87
years previously.
Four score and seven years ago our fathers
brought forth on this continent a new nation,
conceived in liberty, and dedicated to the
proposition that all men are created equal.
This is a reference to the
1776 Declaration of
Independence, which
created America and stated
‘all men are created equal’.
Now we are engaged in a great civil war,
testing whether that nation, or any nation so
conceived and so dedicated, can long
endure. We are met on a great battlefield of
that war. We have come to dedicate a
portion of that field, as a final resting place
for those who here gave their lives that that
nation might live. It is altogether fitting and
proper that we should do this.
This refers to the graves
that have been dug in the
cemetery for soldiers who
died at the battle.
Those who are still living
should take inspiration
from those who died at
Gettysburg. They should
take from their sacrifice
‘increased devotion’ to the
cause of human equality.
This ‘new birth’ would
follow the first birth of
American freedom with
the War of Independence
against the British.
This is a description of
democracy. Lincoln did not
just free black people from
slavery. He also gave them
the right to vote.
But, in a larger sense, we can not dedicate,
we can not consecrate, we can not hallow
this ground. The brave men, living and dead,
who struggled here, have consecrated it, far
above our poor power to add or detract. The
world will little note, nor long remember
what we say here, but it can never forget
what they did here. It is for us the living,
rather, to be dedicated here to the
unfinished work which they who fought here
have thus far so nobly advanced. It is rather
for us to be here dedicated to the great task
remaining before us—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.
Lincoln is claiming that the
Civil War is being fought
over whether all American
people, in particular black
Americans, should be seen
as having equal rights.
They are standing on the
Gettysburg battlefield, the
scene of the largest and
most important battle in
the American Civil War.
Lincoln is saying that what
they say there today
doesn’t really matter, as
the land has already been
‘hallowed’ (made holy or
spiritual) by the soldiers
who died there for the
cause of human equality.
Their sacrifice is something
that the world will never
forget.
By ‘the last full measure’
he means people who gave
their lives.
If the people ‘died in vain’
it means that their deaths
were pointless. They have
to make sure this is not the
case, by winning the war
and abolishing slavery.
Lesson 6. Consequences of the American Civil War
General Robert E. Lee and the Confederate army refused to surrender. Even after it was clear that they Union army were going to win, they fought right to
the very end, and when they fled their capital of Richmond they even burnt down the city so that there was nothing for the Union army to capture. Having
surrendered at a small town in Virginia called Appomattox, General Grant and President Lincoln insisted that a period of reconciliation take place. However,
Lincoln was not able to see this achieved, as he was assassinated by a Confederate supporter named John Wilkes Booth just five days after Lee’s surrender.
See pages 106-7 of What Your Year 6 Child Needs to Know.
Learning Objective
How did the
American Civil War
begin?
Core Knowledge
Activities for Learning
The Unionists won the American
Civil War, which meant that the
Southern States remained part of
the United States, and slavery
was abolished throughout the
country.
Write an obituary for President Lincoln,
explaining what he achieved as
President, the importance of the
Emancipation Proclamation, and how he
died at Ford’s theatre. Explain why his
actions as President will have such a
lasting effect on American life (resource
9). This is a dramatic clip from a Lincoln
biopic showing his assassination.
When the war was over, General
Grant and Lincoln were very keen
to heal old wounds with the
Confederacy.
Only five days after the end of
the War, President Lincoln was
shot dead whilst at the theatre by
a supporter of the Confederacy
who opposed abolition.
This is a good video about the last stand
of the Confederacy, this is about the
surrender at Appomattox, and this is
about the consequences of the Civil War.
Related Vocabulary
assassination
obituary
Emancipation
Proclamation
Assessment Questions
How did the Unionists
finally win the Civil
War?
What was the attitude
of Grant and Lincoln
towards the
surrendered
Confederates?
Why did John Wilkes
Booth kill President
Lincoln?
What were the
consequences of the
American Civil War?
9.
Lincoln’s Assassination