Download Bellwork 1/6/14 - Hartsville Middle School

Bellwork 1/6/14
• 1. Slavery was important to the Southern states because
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a. factories in the south depended on these workers
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b. Slaves were needed to build railroads
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c. Slaves were needed to work on plantations
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d. The South was more industrialized than the North
Answer: C
• 2. Nat Turner is well known for
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a. teaching free African-American to read and write
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b. passing the slave codes
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c. helping man slaves on the underground railroad
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d. leading a slave revolt in Virginia
Answer: D
THE AMERICAN CIVIL WAR
1861-1865
Agenda
January 6, 2013
Key Focus:
Military strategies of the North and South
Student Group Activity: Students will Use Graphic organizer and
informational text to gather information on the strategies of the North
and South during the Civil War
I will model filling in the graphic organizer
We will work together to complete the organizer and discuss
Closure
Independent Practice- Students will create a Venn Diagram
comparing the Military strategies of the North and South
Reflection
Quick Review
Discuss with your partner the causes of
the civil war?
How do boxers plan for a match
against their opponents?
FOCUS STATEMENT
Compare the military strategies of the
North and the South during the Civil
War
8-4.5
Quick Review
Definition:
Characteristics:
Civil War- A civil war is a war
between people of the same country.
•The American Civil War was fought to
keep the South from leaving the
Union.
•Slavery was the major issue that
separated the North from the South.
•Worst Civil War in America
Examples:
Non-examples
•Union v/s Confederates (Civil War)
•Military Revolt v/s Republican
Government (Spanish Civil War)
•North Korea v/s South Korea (Korean
War)
•World War I
•American Revolution
•Cold War
The Civil War In SC -Micro Lab
• Most young men living in SC during the Civil
War volunteered to fight.
• There were many differences in what they
thought and what they really found on the
battlefield.
• Discuss with your partner the perceptions of
war: positive and negative
The American Civil War
1861-1865
Who: American citizens
What: A war between members of the same
group or country
When: 1861-1865
Where: The United States of America
Why: Some states disagreed with the American
government about the issue of slavery, and they
wanted to be their own country.
North
South
Led by Ulysses S. Grant
Led by Robert E. Lee
23 States
11 States
Union
Confederate
Yankee
Rebel
Blue Coats
Grey Coats
USA
CSA
FOCUS STATEMENT
Compare the military strategies of
the North and the South during the
Civil War
8-4.5
The Civil War In SC
• The North and the South took different
approaches to winning the war
• Each side planned its strategy according to its
strengths.
CFU
• What was one Advantage for the North?
Think Pair Share
• What were some Advantages for the South?
Goals
North/Union Goals
• Needed to be carefully
defined
• War could not center
around the dispute over
slavery (Border States all
had slaves) Delaware,
Maryland, Kentucky and
Missouri
• Fight for patriotic reasons—
to save the Union
South/Confederate Goals
• South wanted to be left
alone with slavery
unchanged
• Prepared to defend
themselves against invasion
• Felt northerners would
soon tire of war and
withdraw
CFU
• In the beginning the Civil war in the North was
about what?
Answer: Saving / Preserving the Union
FOCUS STATEMENT
Compare the military strategies of
the North and the South during the
Civil War
8-4.5
The Strategies of the North & South
• Students will use text books and information provided to compare
the strategies of the North & South using a graphic organizer
• I Do: The teacher will model finding and filling in information
about the war strategies
• We Do: Work together to complete strategies
• Close
• Students will share responses and create a Venn Diagram
comparing the strategies of the North and South
• Be sure to include examples and details that you were able to find,
you may bullet.
NORTH
Strategy
Blockade Southern Ports –
SC History- 231
CTF - 579
Model
Break Confederacy in half at Mississippi River
CTF- 579
Informational Text
Guided
Take the Confederate Capital at Richmond
Informational Text
Description
SOUTH
Strategy
Defense – CTF 579
Blockade Runners- CTF-583
Cotton Diplomacy- 579
New Technology - CTF 584
History of SC 231
Informational Text
Take the Union Capital at Washington DC
Description
War Aims & Strategies
• North
– Aim: Bring the
Southern States
Back
– Blockade
Southern Ports
– Control
Mississippi
(Anaconda Plan)
– Capture
Richmond
• South
– Aim: Win
recognition of
Independence
– Play Defense
– Cotton
Diplomacy/Get
help from Europe
– Capture
Washington
Whose Strategy?
Closure
• Their plan is to wear down their opponents will to fight
South
• This opponent's plan was to create a blockade and cut off supplies
North
• They wanted to gain control of the Mississippi River
North
• Their main focus was to seize Washington
South
• This military wanted to capture Richmond
North
• Tried to gain foreign support through the use of the Cotton
Diplomacy
South
Lets Compare! Who had the defensive strategy?
Independent Practice
• Compare your findings
• Create a Venn Diagram Comparing and
Contrasting the Military strategies of the
North and South.
• Be sure to include examples and/or details
that you found.
• You may Bullet
• Recorder- Closest Birthday
• Presenter- Tallest
• Everybody contributes
War Strategies Compare and Contrast
North
South
Bellwork 1/7/14
1. Which statement below best supports the desires of the Abolitionists?
A
An end to the institution of slavery
B
A restriction of slavery to the southern states
C
Protection of the institution of slavery
D
Improvement in the treatment of slaves
Answer: A
2. From a national perspective, what was the most significant outcome of the LincolnDouglas Debates of 1858?
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A
Stephen Douglas was re-elected to the Illinois state senate
B
More campaigns began to feature “stump speeches” and outdoor rallies
C
Abraham Lincoln gained attention across the United States
D
Both candidates agreed that slavery should be limited to the Southern states.
Answer: C
Bellwork 1-8-14
1. Why did many people oppose the ratification of the Constitution without a Bill of
Rights?
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A
They thought that a Bill of Rights would strengthen the president’s power.
B
They were afraid the states would be too powerful without a Bill of Rights.
C
They feared the national government would deny the people their rights.
D
They did not want the national government to have an army.
Answer: C
2. Which term is used to describe the process by which people are denied their rights
and treated unfairly?
• A
antagonism
• B
discernment
• C
discrimination
• D
incrimination
Answer: C
Agenda 2 days
Notes/Discussion: Civil War Strategies including the
“exploits of Robert Smalls
Key Focus:
Student Group Activity: Analyze informational Text
Closure
Independent Practice : Writing Assignment
Relevance
• How many of you have ever heard people talk
about how different news agencies report
stories?
Relevance
What’s the real story????
FOCUS STATEMENT
Analyze the exploits of Robert Smalls
and how they were viewed by the
North and the South?
8-4.5
Robert Smalls
The American Civil War-Review
1861-1865
 In the middle of the 1800’s the United states was
splitting apart
 Factories and businesses were bringing wealth to the
North while the South depended on an economy
based on plantations farmed by slaves
 In the North most people wanted to stop the spread
of slavery
 Abolitionist wanted to end it all together
 In the South, slaveholders and small farmers feared
their way of life would disappear under the power of
the North.
CFU
• What did the South fear would happen if the
North gained power over them?
The American Civil War- Review
1861-1865
 In 1860 Abraham Lincoln was elected president and
seven southern states seceded from the United States,
creating the Confederate States of America.
 When President Lincoln refused to remove US troops
from Ft. Sumter in Charleston, South Carolina,
Confederate guns fired on the fort.
 Then four more states seceded and joined the
Confederacy.
 Along bloody war followed between the South and
the North.
 In 1865, after five years of fighting, the North won the
war, slavery ended, and the country was reunited.
About the Navy during the Civil War
The Union and the Confederacy had different
ways of using their navies.
 The Union’s main goal was to blockade
Confederate ports to keep the South from
getting supplies,
 The Confederate navy’s major goal was keeping
supplies moving by sea, using fast ships called
blockade runners, to speed past the Union
blockade.
About Robert Smalls
Robert Smalls (1839-1915) was born a slave in
Beaufort, South Carolina.
He became a skilled boat pilot
On May 12, 1862 he used his skills to steal the ship CSS
Planter with his boat crew and family, who were all
slaves.
Once the ship reached the Union blockade, he offered
the Union navy the CSS Planter.
Having escaped into Northern territory he was no
longer a slave.
CFU
• How was Robert Smalls able to steal the Ship?
About Robert Smalls
Robert Smalls worked along side the Union navy until
the end of the Civil War.
After the war, he worked for the South Carolina state
and National governments
He represented South Carolina in the US Congress for
five terms
Robert Smalls
While viewing the video list 3 facts about Robert Smalls
Three Sides of the Smalls Story
• Students will use text from primary and
secondary sources to analyze different
perspectives of the Smalls story
• I Do: The teacher will model finding and filling
in information
• We Do: We will work together to find and
Complete the Graphic organizer
• Close
• You Do: Writing activity
Closure
• What details do the sources agree on?
• How do you think the people in Charleston or
New York felt while reading about these
events?
• The New York Herald uses the names of the
slaves. The Charleston Daily Courier only uses
the names of the slaves’ masters. Does this
agree withy other things you know about the
Noth and the South in the Civil War?
Independent Practice
Writing Activity
• Seven Miles to freedom was written more than
140 years after the event.
• One of the last pages of the book lists the
different sources of information that the author
used to write her book.
• The Charleston Daily Courier article and the New
York Herald article are both listed.
• Which articles perspective do you think the
author wrote from?
• How do you think this book would have been
different if the South had won the Civil War?
Bellwork 1/9/14
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The Confederate and Union Armies were not always evenly matched. Which of the following
was an obvious advantage that the Union Army had over the Confederates?
• a. The Union Army had more passion for the cause.
• b. The Union Army had better, more experienced leaders.
• c. The Union Army had more prepared soldiers.
• d. The Union Army had more soldiers and more supplies.
Answer: D
• The city of Charleston suffered numerous attacks and bombardments during the Civil War.
Why were the aggressive Union tactics on the city so damaging to the Confederates?
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a. The majority of the Confederate Army was stationed in Charleston.
b. Charleston served as a major port, and many of the supplies for the Confederate Army
came through the city
• c. When Charleston was captured, all of the major cities in the South had no choice but to
surrender
• d. The Confederate Army had not expected the Union to launch an attack on Charleston
Answer: B
EQ
• How was Sherman’s March used as a military
strategy during the Civil War?
Sherman’s March
Sherman’s March
• Sherman marched across Georgia in
what came to be known as the March
to the Sea.
• Sherman cut a swath of destruction
300 miles long and 50–60 miles wide.
• After taking Savannah, Sherman
turned north through South Carolina,
destroying civilian property all along
the way.
• This known strategy used by Sherman
was called a “Total War” which meant
they would not only fight against the
Confederate Army, but also civilians
and supplies.
William T. Sherman
Bell Work 1-13-14
1. Which of the following men established Charlesfort?
a. Hernando de Soto
b. Lucas Vasquez de Ayllon
c. William Hilton
d. Jean Ribaut
Answer: d
2. The Huguenots were interested in South Carolina in part because
they:
a. liked the climate
b. wanted to fight the English
c. wanted a safe place to live
d. wanted to search for gold
Answer: c
Agenda- Monday 1-13-14
Key Focus: Civil War Impact on Social Classes
Key terms- Notes/ Review
Student Group Activity: Analyze informational Text by filling
in a graphic organizer
• I will model
• Students will work together to complete and share
findings
• Closure
• Independent Practice : Create a Venn Diagram comparing
the impact of the Civil war on different Social Classes
FOCUS STATEMENT
Compare the differing impact of the
Civil War on South Carolinians in each
of the various social classes, including
those groups defined by race, gender,
and age
8-4.6
Civil War Key Terms-Review
• War StrategiesUnion/North- Anaconda Plan
Union blockade of Southern Ports
Break Confederacy in half at Mississippi River
Attack Confederate capitol at Richmond Va.
• Confederate/South- Defense
Fight a defensive war using supplies gained
from the sale of cotton, until Northern forces
tire of war.
Key Terms Continued
• Fort Sumter- First Shots of the Civil War were fired at Forts Sumter
The North tried to resupply the federal fort. The South
(Confederates) fired on Union troops.
• First Battle of Manassas ( Battle of Bull Run)- First major battle of CW
• Capture of Port Royal- First major setback for Confederates. Union
troops took control of Port Royal Sound and
surrounding areas.
Became headquarters for Union blockade
Remained in Union hands throughout CW
Key Terms
• Conscription Law- First wartime draft of American citizens in US
history.
Soldiers were drafted or required by law to serve in
the military.
• Cotton Diplomacy- an attempt to coerce Britain and France
to support the Southern war effort by
restricting the cotton trade.
• 54th Massachusetts Volunteer Infantry Regiment- The first military
unit consisting of African American soldiers to
be raised in the North during the CW.
Led the charge on Fort Wagner at the mouth of
of Charleston Harbor.
Key Terms
• CSS Hunley- first submarine submarine to sink an enemy
ship.
• Total War- Involves soldiers and civilians. Unrestricted in
terms of weapons used, combatants involved,
or the objectives pursued. Laws of war are
disregarded.
Example- Sherman’s March to the Sea
Relevance
• Think about the War in Afghanistan today.
• Does that war affect us?
• Does it affect different people in different ways?
FOCUS STATEMENT
Compare the differing impact of the
Civil War on South Carolinians in each
of the various social classes, including
those groups defined by race, gender,
and age
8-4.6
Women in the Civil War
Southern Women
• Spied for the Confederacy
• Took over farms, stores, and
plantations
• Worked in the few factories and
made ammunition for the troops
• Formed societies to make
bandages, shirts and bedclothes
• Acted as volunteer nurses before
Confederate Congress passed law
allowing them to be hired as
army nurses
Northern Women
• Stepped into jobs so men could
go fight
• Produced huge amounts of food
with the aid of new farm
equipment
• Female teachers went south to
educate former slaves after the
war
• Became the first women to hold
federal clerical jobs
• Served in the Union army as
nurses and volunteered to work
in hospitals
Pair Share
• Students are to work with partners
and list as many facts as you can
about the women during the Civil War
William Carney
• After the Emancipation
Proclamation blacks
began to join the Union
Army
• Initially they were only
used for manual labor
• Eventually, Blacks saw
live combat
• 54th regiment out of
Massachusetts
The 54th Regiment attack on Fort Wagner, SCJuly 18, 1863
Using your whiteboards, list one thing
you have learned about Blacks in the
military during the Civil War
Impact of the Civil War
• Students will use text to fill in a graphic
organizer
• I Do: The teacher will model finding and filling
in information
• We Do: We will work together to find and
Complete the Graphic organizer
• Close
• You Do: Venn diagram
Daily Life in South Carolina
Group
Women
Plantation owners/ wealthy
Lower class white men
African Americas
Children
Effect on Daily Lives
What roles did women play during the Civil War?
Pair Share
• Students are to work with partners &
construct a Venn diagram comparing
and contrasting the lives of two of
the groups discussed during the Civil
War
Women
African
Americans
Children
Bellwork 1/14/12
1.
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During the last year of the Civil War, which of the following Union
Generals, marched his troops across Georgia and the
Carolinas and destroyed everything in his path along the way?
a. George McClellan
b. William Sherman
c. Ulysses Grant
d. George Thomas
Answer: B
2.
After Abraham Lincoln signed the Emancipation Proclamation, citizens
living in the North began to view the Civil War as a
a. moral crusade against slavery
b. moral crusade to end secession
c. moral crusade to end Southern liberty
d. moral crusade against violence
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Answer: A
Agenda- Tuesday 1-14-14
Study Guide
Key Focus:
Students will work to complete study guide for Civil War
test
I will model
We will answer a question together
Closure
Independent Practice : Students will complete the
study guide.
Teacher Model
Teacher will model how to complete study guide
using notes and graphics
1. Identify the meaning of total war?
What event is an example of “total war”
during the Civil War?
______________________________
Guided Practice
Teacher and Students will work together to
complete study guide question #2 using notes
and graphic organizers
2. During the Civil War, what strategy was
used to keep the South from getting supplies?
_______________________________
________________________________
Closure
• Students will respond to test questions
using their whiteboards
Independent Practice
Students will complete study guides
Wednesday 1-15-14
• Bell Work – Look over Study Guide
• Test
Thursday 1-16-14
• Intro to reconstruction
Materials Needed
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SC Standards
Text book
Informational Text
Document Camera/Promethean Board
PowerPoint
Teacher Created Notes
Teacher Created Graphic Organizers
Study Guides/Test