Download Emancipation and Life in Wartime Objective/Key Understanding

FRAME THE LESSON
TEACHER:
CLASS: 8th Grade
DATE: March 21-22
M T W TH F
Emancipation and Life in Wartime
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
1A: identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration
of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early
republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe
their causes and effects
8A: explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert
E. Lee, and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar
8B: explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and significant events of the Civil War,
including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the announcement of the Emancipation
Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln
23B: explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political
beliefs
23C: identify ways conflicts between people from various racial, ethnic, and religious groups were resolved
23E: identify the political, social, and economic contributions of women to American society
Resources/Materials:
U.S. History Textbook
Colonization through
Reconstruction
(p. 528-537)
Interactive Reading
Notepad (p. 528)
Online Editable
Presentation (p. 528)
Online Start Up
Activity (p. 528)
Analyze Maps
(p. 529)
Interactive Gallery: The
Hardships of Soldiers
(p. 532)
Interactive Gallery:
Photography and the
Civil War
(p.532)
Analyze Data
(p. 532)
Objective/Key Understanding:
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Describe the purpose of the Emancipation Proclamation and its effects.
Explain African American’ contributions to the war effort in the Union and behind Confederate lines.
Describe conditions for Civil War soldiers.
Explain problems on the home front, including economic issues.
Identify the role women played in the war.
Analyze Charts
(p. 535)
Digital Activity: What
Do you Think of the
War? (p. 536)
Digital Lesson Quiz:
(p. 536)
Introduce Vocabulary Activity (p. 528)
Emancipation Proclamation
Copperhead
Fort Wagner
emancipation
habeas corpus
54th Massachusetts Regiment
income tax
Informal Assessment Questions 1-5 (p. 537)
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William Carney
inflation
Critical Writing Prompt:
What was the effect of the Emancipation proclamation on the numbers of men choosing to join the Union army?
Summarize how the treatment of African American soldiers in the Union army changed as the war progressed.
Why did inflation become a problem in the North?
Why were the urban areas the most frequent of draft riots?
Why do you suppose men who owned or supervised more than 20 enslaved African Americans did not have to serve in the Confederate army?
Stop & Check for Understanding—High Level Questions
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
draft
profiteer
How did the Emancipation Proclamation change the purpose of the Civil War?
Why were many African Americans on plantations able to escape during the war?
How did disease affect Civil War troops?
How were draft problems in the South different from those in the North?
How did the Civil War strengthen the North’s economy?
What happened when Jefferson Davis tried to use economic pressure to force the British to side with the North?
Describe some ways in which women contributed to the war effort.
Small Group Purposeful Talk Question Stems
The Emancipation Proclamation (p. 529)
 How was the Emancipation Proclamation received in the North? In the South? In Europe?
 What was the significance of the announcement of the Emancipation Proclamation?
African American Fight Heroically for the Union (p. 530-532)
 Explain the role played by William Carney and the 54th Massachusetts Regiment in the Civil War.
 The following events are in correct chronological order. Provide them in a random order for students and challenge them to analyze the
information by sequencing them correctly.
o Federal law forbids African Americans from serving as soldiers.
o Congress repeals law forbidding African Americans from serving as soldiers.
o African American troops serve only in noncombat roles.
o African American troops serve in combat and fight in major battles.
o All Union soldiers receive equal pay.
 How did African Americans contribute to the Union war effort from behind Confederated line?
 Describe the 54th Massachusetts Regiment.
Soldiers Face the Horrors of War (p. 532-533)
 Out of every seven Union soldiers and one out of every nine Confederate soldiers deserted.
o What can students infer from these numbers?
Political Challenges in the North and South (p. 533-534)
 Explain that the draft is a law that requires people of a certain age to enlist in the military.
o Why did the draft lead to rioting?
 Use your knowledge of the draft riots to explain the relationship between urbanization and conflicts resulting from differences in political beliefs.
 Describe the political and economic effects of the Civil War in the South.
 Explain that the conflict over the draft was a political effect of the Civil War in the North.
o What were some economic effects of the Civil War in the North?
o How could the New York City draft riots be considered an attempt to resolve conflicts between people from various racial groups?
War Challenges and Fuels the Northern Economy (p. 535)
 Ask students to find the key term inflation in the text.
o Explain that one meaning of to inflate is to increase abnormally or imprudently.
o Ask students for other definitions they know for inflation.
War Devastates the Southern Economy (p. 535-536)
 How did the Civil war affect the economy of the South?
Contributions of Women to the War Effort (p. 537)
 Identify at least three important social contributions of women during the Civil War.
 Before the Civil War, nursing was not an acceptable occupation for women. After the war, it was.
o Explain why nursing was an unacceptable occupation for women before the war?
o Based on evidence in the text, why was nursing become an acceptable occupation after the war?
Online Resources, Analyzing Maps and Charts & Digital Activity
Interactive Reading Notepad (p. 528)
You may also use the questions found in the Interactive Reading Notepad (p. 528) for this lesson to guide your class discussion.
Online Editable Presentation (p. 528)
Use the Online Editable Presentation (p. 528) found on the Digital Course to present the main ideas for this lesson.
Online Start Up Activity (p. 528)
You can project the Start Up Activity from the course.
Analyze Maps (p. 529)
Review the map, Areas Under Union and Confederate Control, 1862, on page 529.
 Why might some southern regions have been exempted from the Emancipation Proclamation?
Interactive Gallery: The Hardships of Soldiers (p. 532)
Project the Interactive Gallery: The Hardships of Soldiers (p. 532) and click through the images.
 Before selecting each image, ask students what they think it will reveal.
 Compare what they expected with what they learned.
 For those of you who thought the image was going to tell you one thing only to learn another, how might what you experienced parallel the experiences off the soldiers
themselves during this time?
Interactive Gallery: Photography and the Civil War (p.532)
Project the Interactive Gallery: Photography and the Civil War (p.532) and click through the images.
 What aspects of the Civil War are not revealed in the images?
Analyze Data (p. 532)
Review the web, African Americans During the Civil War, on page 532.
 Based on the information in the graphic organizer, approximately what percentage of enslaved African Americans from the South escaped to the North during the Civil War?
Analyze Charts (p. 535)
Review the 2-column chart, Civil War, on page 535.
 Did the war’s effects justify the South in its reasons for going to war?
Digital Activity: What Do you Think of the War? (p. 536)
Project the Digital Activity: What Do you Think of the War? (p. 536).
Make sure students understand who each of the individuals are.
 What would each of these individuals have to gain or lose from the Civil War?
 Do you think the Civil War was the most important or memorable part of these people’s lives?
Digital Lesson Quiz: (p. 536)
Assign the Digital Lesson Quiz. Pose these questions:
Engage
~Have students preview the lesson objectives and the list of key terms (p.528). Use the Editable Presentation found on the digital course to present the main ideas of the
lesson (p. 528).
Complete the Start Up Activity on p 528. Tell students that at first, the Civil War was not a war against slavery. But as thousands of enslaved African Americans
escaped and headed for Union troops with the hope of freedom, some northerners began to rethink the aims of the war.
 Why were the Union lines a symbol of freedom to the enslaved African Americans?
Explore
Explain
Elaborate
Evaluate
Tell students that in this lesson they will be learning about the role of African Americans during the Civil War, the draft, the war’s effect on northern and southern
economies, and the contributions of women to the war effort.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class. Students are to read assigned sections and use
the Note Taking Study Guide to help them take notes and understand the text as they read.
 The Emancipation Proclamation (p. 529)
 African American Fight Heroically for the Union (p. 530-532)
 Soldiers Face the Horrors of War (p. 532-533)
 Political Challenges in the North and South (p. 533-534)
 War Challenges and Fuels the Northern Economy (p. 535)
 War Devastates the Southern Economy (p. 535-536)
 Contributions of Women to the War Effort (p. 537)
Tell students that in this lesson they will take a closer look at the causes and effects of the Civil War, constitutional issues, and the roles played by significant
individuals.
The Emancipation Proclamation (p. 529)
 Lincoln had a reason for handling the slavery issue cautiously. As you have read, sour states remained in the Union. The President did not want to do anything
that might cause these states to shift their loyalty to the Confederacy.
African American Fight Heroically for the Union (p. 530-532)
 When the war began, thousands of free blacks volunteered to fight for the Union. At first, federal law forbade African Americans to serve as soldiers. When
Congress repealed that law in 1862, however, both free African Americans and African Americans who had escaped from slavery enlisted in the Union Army.
Soldiers Face the Horrors of War (p. 532-533)
 On both sides, most soldiers were under the age of 21. War, however, quickly turned gentle boys into tough men. Soldiers drilled and marched for long hours.
They slept on the ground even in the rain and snow. Often their clothing was inadequate and uncomfortable. Many soldiers had not shoes, especially in the
Confederacy. In combat, boys of 18 learned to stand firm as cannon blasts shook the earth and billets whizzed past their ears.
Political Challenges in the North and South (p. 533-534)
 Many northerners opposed using force to keep the South in the Union. Supporters of the war called these people Copperheads, after a poisonous snake. Other
northerners supported the war but opposed the way Lincoln was conducting it.
War Challenges and Fuels the Northern Economy (p. 535)
 The Civil War cost far more than any previous war. The Union had to use several strategies to raise money. In some ways, however, war helped the North’s
economy.
War Devastates the Southern Economy (p. 535-536)
 For the South, war brought economic ruin. The South had to struggle with the cost of the war, the loss of the cotton trade, and severe shortages brought on by
the Union blockade.
Contributions of Women to the War Effort (p. 537)
 Women on both the North and the South played vital roles during the war. As men left for the battlefields, women took jobs in industry and on farms. While
men fought in the war, many women took over responsibilities of family farms and businesses. They also had to raise their families on their own.
~Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
~Assign the Digital Lesson Quiz for this lesson (p. 537). Teachers can also opt to have students demonstrate mastery by responding to the following questions on
paper:
 What was the effect of the Emancipation proclamation on the numbers of men choosing to join the Union army?
 Summarize how the treatment of African American soldiers in the Union army changed as the war progressed.
 Why did inflation become a problem in the North?
 Why were the urban areas the most frequent of draft riots?
 Why do you suppose men who owned or supervised more than 20 enslaved African Americans did not have to serve in the Confederate army?
TEACHER:
FRAME THE LESSON
The War’s End
CLASS: 8th Grade
DATE: March 16-18
M T W TH F
Resources/Materials
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
1A: identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration
of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early
republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe
their causes and effects
1C: explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the
Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana
Purchase; and 1861-1865, Civil War
8A: explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E.
U.S. History
Textbook
Colonization through
Reconstruction
(p. 538-547)
Interactive Reading
Notepad (p. 538)
Online Editable
Presentation (p. 538)
Lee, and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar
8B: explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and significant events of the Civil War,
including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the announcement of the Emancipation
Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln
8C: analyze Abraham Lincoln's ideas about liberty, equality, union, and government as contained in his first and second inaugural
addresses and the Gettysburg Address and contrast them with the ideas contained in Jefferson Davis's inaugural address
10C: analyze the effects of physical and human geographic factors on major historical and contemporary events in the United
States
22A: analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John
Star Up Activity
(p. 538)
Online 3-D Model:
The Battle of
Gettysburg (p. 539)
Interactive Map: Key
Battles of the Civil
War (p. 542)
Analyze Maps
(p.542)
Marshall, and Abraham Lincoln
Analyze Data (p.547)
Objective/Key Understanding:
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Explain why the Union victories at Vicksburg and Gettysburg helped turn the war in the Union’s favor.
Describe Grant’s plan for ending the war and the war’s outcome.
Identify Lincoln’s hopes for the Union after his reelection.
Summarize why the Civil War marked a turning point in American history.
Digital Lesson Quiz:
(p. 547)
Introduce Vocabulary Activity (p. 538)
Battle of Gettysburg
Philip Bazaar
Pickett’s Charge
total war
Gettysburg Address
siege
Digital Activity: A
Turning Point
(p. 547)
Appomattox Court House
Stop & Check for Understanding—High Level Questions
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Why was Union control of the Mississippi River a blow to the Confederacy?
Why was the Union victory of Gettysburg significant?
Lincoln said that the Civil War was a test. What was the test?
Describe Grant’s concept of total war.
How did Jefferson Davis use the Declaration of Independence to justify secession?
What was significant about how General Grant treated Confederate soldiers after they surrendered?
Why was the Civil War significant?
Critical Writing Prompt:
Informal Assessment Questions 1-5 (p. 547)
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How might General Lee’s goal of capturing Washington D.C. have led him to order Pickett’s Charge at the Battle of Gettysburg?
What elements of total war do you see in General Sherman’s “March to the Sea”?
What was the major reason that Abraham Lincoln was reelected?
Summarize the terms of surrender that General Grant offered General Lee.
What was life like in the United States after the enormous loss of life and expenses of the war?
Small Group Purposeful Talk Question Stems
The Siege of Vicksburg (p. 539)
 Explain the role of Ulysses S. Grant in the Union victory at the Battle of Vicksburg.
 Why was the Union victory at the battle of Vicksburg a significant event of the Civil War?
The Battle of Gettysburg (p. 539-541)
 Explain the significant events of the Battle of Gettysburg using the student perspective near Cemetery Ridge.
The Gettysburg Address (p. 541-542)
 Based on the Gettysburg address, how did President Lincoln feel about liberty, equality, the union, and the government?
Union Forces Move Southward (p. 542-543)
 Focus students’ attention on Grant’s plan for ending the war. What dis “total war” mean?
Contrasting Ideas of Liberty and Union (p. 543-545)
 Upon what document was Jefferson Davis arguing for secession from the Union in his Inaugural Address?
 What specific ideas did he use to support his argument?
 Contrast the ideas Lincoln expressed about liberty, equality, union, and government in his First and Second Inaugural Addresses with the ideas contained in Jefferson Davis’s
Inaugural Address.
 What do the ideas expressed in Lincoln’s and Davis’s Inaugural Addresses suggest about the leadership qualities possessed by these elected U.S. leaders.
The Confederacy Surrenders at Appomattox (p. 545-546)
 Explain Lee’s surrender at Appomattox Court House.
 When did Lee surrender?
 What terms did General Grant set for the Confederate soldiers?
 What evidence do you see in the text to support the idea that General grant showed honorable leadership qualities in his respectful treatment to the Confederate army after the
surrender at Appomattox?
The Nation Begins a New Chapter (p. 546-547)
 Call students’ attention to the infographic about the costs of the Civil War.
o Explain what this data suggests about the significance of the Civil War to American history.
o Why is it significant that Americans began referring to the country as the United States rather than these United States after the Civil War?
Online Resources, Analyzing Maps and Charts & Digital Activity
Interactive Reading Notepad (p. 538)
You may also use the questions found in the Interactive Reading Notepad (p. 538) for this lesson to guide your class discussion
Online Editable Presentation (p. 538)
Use the Online Editable Presentation (p. 538) found on the Digital Course to present the main ideas for this lesson.
Star Up Activity (p. 538)
You can project the Start Up Activity from the course
Online 3-D Model: The Battle of Gettysburg (p. 539)
Project the Online 3-D Model: The Battle of Gettysburg (p. 539) and move the cursor over the battlefield. Explain the significant events of the Battle of Gettysburg using
the student perspective near Cemetery Ridge.
 Why was the Union victory at the Battle of Vicksburg a significant event of the Civil War?
Interactive Map: Key Battles of the Civil War (p. 542)
Project the Interactive Map: Key Battles of the Civil War (p. 542) and click through the events. Point out how the physical geographic factors of the United States
affected this major historical event. The armies were fighting for territory, positioning themselves geographically, and using geographic factors, like rivers and elevated
ground, to their advantage in battles.
Analyze Maps (p. 542)
Review the map, The Civil War: Final battles, on page 542.
 Based on the information in the map, what can you infer about the Union army’s strategy toward the end of the Civil War?
Analyze Data (p. 547)
Review the infographic, Costs of the Civil War, on page 547.
 Based on the information about human costs of the war, which side had more casualties during the war?
Digital Activity: A Turning Point (p. 547)
Project the Digital Activity: A Turning Point (p. 547). Invite a student to explain why it is important to study the Civil War. Guide the class into understanding how the
Civil War still affects us today. Encourage students to spend a few minutes pre-writing before they begin their paragraphs.
 Was the Civil War the most important event in American history up to that point in time? Why or why not?
Digital Lesson Quiz: (p. 547)
Assign the Digital Lesson Quiz. Pose these questions:
 What do you think are the “lessons” of the Civil War for Americans today?
 What aspect of the Civil War do you find most interesting? The military? The politics? Something else? Why?
Engage
Explore
Explain
Elaborate
Evaluate
~Have students preview the lesson objectives and the list of key terms (p.538). Use the Editable Presentation found on the digital course to present the main ideas of the
lesson (p. 538).
Complete the Start Up Activity on p 538. Tell students that although Ulysses S. Grant had a share of victories and defeats, President Lincoln appointed him commander
of the Union army in 1864. Grant would later write, “The art of war is simple enough. Find out where your enemy is. Get him as soon as you can. Strike him as hard as
you can and as often as you can, and keep moving on.”
 List some adjectives that might describe Grant. Explain your choices.
Tell students that in this lesson they will be learning how the Battle of Vicksburg and Gettysburg turned the war’s outcome in favor of the Union, about Lincoln’s hopes
for the nation, and the significance of the Civil War to American history.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class. Students are to read assigned sections and use
the Note Taking Study Guide to help them take notes and understand the text as they read.
 The Siege of Vicksburg (p. 539)
 The Battle of Gettysburg(p. 539-541)
 The Gettysburg Address (p. 541-542)
 Union Forces Move Southward (p. 542-543)
 Contrasting Ideas of Liberty and Union (p. 543-545)
 The Confederacy Surrenders at Appomattox (p. 545-546)
 The Nation Begins a New Chapter (p. 546-547)
Tell students that in this lesson they will be learning how the Battle of Vicksburg and Gettysburg turned the war’s outcome in favor of the Union, about Lincoln’s hopes
for the nation, and the significance of the Civil War to American history.
The Siege of Vicksburg (p. 539)
 In the West, Union triumph came along the Mississippi River. The Union, which had captured New Orleans and Memphis, already controlled both ends of the
Southern Mississippi River. Still the Confederates held Vicksburg, Mississippi. It controlled a crucial Mississippi River crossing linking the eastern and western
Confederate states.
The Battle of Gettysburg(p. 539-541)
 Meanwhile, in the East, after his victory at Chancellorsville General Lee moved his army north in Pennsylvania. He hoped to take the Yankees by surprise. If he
succeeded in Pennsylvania, Lee planned to swing south and capture Washington D.C.
The Gettysburg Address (p. 541-542)
 The Battle of Gettysburg left more than 50,000 dead or wounded. On November 19, 1863, there was a ceremony to dedicate a cemetery to those soldiers who
died at Gettysburg. President Lincoln attended the ceremony. He delivered a speech known as the Gettysburg Address.
Union Forces Move Southward (p. 542-543)
 Since the beginning of the war, Lincoln had searched for a general who could lead the Union to victory. More and more, he thought of Ulysses S. Grant. After
capturing Vicksburg, Grant continued to win battles in the West. In 1864, Lincoln appointed him commander of the Union forces. Grant would lead the final
Union advance against the Confederacy.
Contrasting Ideas of Liberty and Union (p. 543-545)
 Lincoln ran for reelection in 1864. At first, his defeat seemed, in his own words, “exceedingly probable.” Before the capture of Atlanta, Union chances for a
final victory looked bleak.
The Confederacy Surrenders at Appomattox (p. 545-546)
 Grant had begun a drive to capture Richmond in May 1864. Throughout the spring and summer, he and Lee fought a series of costly battles.
The Nation Begins a New Chapter (p. 546-547)
 The effect of the Civil War was immense. The Civil War years, 1861-1865, were significant on many levels. More than 360,000 Union soldiers and 250,000
Confederate soldiers lost their lives. No war has ever resulted in more American deaths.
~Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
~Assign the Digital Lesson Quiz for this lesson (p. 547). Teachers can also opt to have students demonstrate mastery by responding to the following questions on
paper:
 How might General Lee’s goal of capturing Washington D.C. have led him to order Pickett’s Charge at the Battle of Gettysburg?
 What elements of total war do you see in General Sherman’s “March to the Sea”?
 What was the major reason that Abraham Lincoln was reelected?
 Summarize the terms of surrender that General Grant offered General Lee.
 What was life like in the United States after the enormous loss of life and expenses of the war?