Download Civil War - TollmannsClass

Civil War:
U.S. History Unit
Length: 2-5 Week Lesson
Grade: 11th & 12th
Katie Tollmann
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Table of Contents
Introduction…………………………..3
Curriculum Standards………………...5
Content Standards Grid………………6
Grading Rational……………………..7
Grade Tracker………………………...8
Lesson 1…………………………...9-12
Lesson 2………………………….13-16
Lesson 3………………………….17-21
Lesson 4………………………….22-25
Lesson 5………………………….26-30
Appendices
1-1 Essay handout
1-2 After Reading Questions
1-3 Fact Sheet
1-4 Civil War Timeline
1-5 Timeline Activity
1-6 Team Debate Rubric
1-7 Guidelines for Debate
1-8 Newspaper Activity
1-9 Maps
1-10
Group Project Requirements
1-11
Maps
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Nation Building and Development
H2.[9-12].2 Summarize the concepts and results of the Civil War and Reconstruction as they apply to the
20th Century.
H2.[9-12].3 Analyze how different cultures, points of view, and self-interests influence compromise and
conflict over territories, borders, and resources.
Introduction:
A Nation in Conflict
The Unit on the Civil War/Reconstruction will cover the period beginning in 1860 to
1865, when US politics would lead to significant influence worldwide. No longer was America
allowed to ignore foreign policy; for western expansion to be successful, foreign policy had to
exist. After the Civil War, the US would emerge as an economic superpower. There has been a
significant amount of literature written on the Civil War; much on the deterioration of the
south and social implications (slavery) that transpired from the shift of agrarian driven economy
to urban industrialized economy.
The Civil War developed because of internal conflicts (slavery & states rights) within the
United States, and also, because of the growing need for foreign policy. Since many politicians
believed in Manifest Destiny, there was significant influence to expanded US territory, west.
Individuals such as Polk believed it to be necessary to expand because of “manifest
design.”(p.125) The writers and contributors to the US Constitution had attempted to move
away from imperialism, but at this time we begin to see “imperial presidencies” dictate the
development of the country, and wars. (p.125) The United States will enter into the Mexican
War, because of the power chief executives had.
This Unit on the Civil War will begin with the inauguration of Democratic president,
Franklin Pierce, since he was elected on the platform that personified Manifest Destiny. His
followers saw the Mexican War as “just and necessary” for western expansion. (p.130) On the
other side of issue were those against entering the Mexican War, leaders such as, Ulysses S.
Grant and Abraham Lincoln, who felt that peaceful diplomacy would be most effective. The
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foresight these men had could have prevented the Civil War, unfortunately this is not what
happened, and the US would enter into one of the biggest conflicts in its history.
The unit on the Civil War will allow students to analyze how different cultures and
points of view effect politics. They will also see how self-interest in politics can be influenced
by the conflicts and tranquility over territories, boarders, and resources. Students will be
reinforced in their learning with the use of trade books, maps, and handouts. Students will be
presented with short lectures, and will participate in presentations with peers; telling the
specifics of the civil war. Students will work in small groups to reenact some of the military
turning points for both the North and the South. Short writing assignments (reflections) will
reinforce what was learned in class. Daily warm-ups will mentally prepare students for what
was or will be discussed in lecture. Final project will consist of a debate; mock congress.
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Curriculum Standards
H2.[9-12].2 Summarize the concepts and results of the Civil War and Reconstruction as they apply to the
20th Century.
1. Students will identify the causes of the Civil War, and those who were involved in
the progression toward Civil War and Western expansions (Specifically the
Mexican War).
2. Students will briefly look at the end of the Civil War and some of the implications
(good and bad) that resulted from it.
3. Students will analyze geography, economics, and demographics of American life
during and post civil war.
H2.[9-12].3 Analyze how different cultures, points of view, and self-interests influence compromise and
conflict over territories, borders, and resources.
1. Students will analyze cultural differences between the North and South.
Students will discuss some of the major differences between economies in the
North and South. Students will define why western expansion was important to
South. Students will analyze some of the contradictions they see between
policies developed in the North and South.
2. Self-interests played a significant role in why the US entered into civil war.
Students will analyze some of the claims the North and South made for acquiring
more resources, borders, and territories.
3. Students will synthesize what they have learned about the Civil War, and
develop a logical opinion; and defend it.
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Content Standards
Curriculum Grid
Lesson Lesson
1
2
Lesson
3
Lesson
4
Lesson
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H2.[9-12].2 Summarize the concepts
and results of the Civil War and
Reconstruction as they apply to the
20th Century.
H2.[9-12].3 Analyze how different
cultures, points of view, and selfinterests influence compromise and
conflict over territories, borders, and
resources.
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Grading Rational
Students will develop an appreciation of the sacrifices US soldiers endured
to ensure the rights of all citizens. Students will be given brief lectures to insure
that they have a basic understanding of the events that occurred before, during,
and after the Civil War. Students will be required to participate in discussions,
group projects, and essays to solidify their understanding of the war. The teacher
will provide resources and time for students to further explore information needed
to complete required assignments. Lastly, we will be reading trade books to
supplement the required text book.
Students will be required to analyze events and individuals that were
involved in the war, politics, and foreign policy during the years from 1860-1865.
Furthermore, students will be able to apply what they have learned to all required
assignments, and reflect on the decisions that impacted the war. We will be
looking at photos, letters, and speeches to get a real life perspective on what many
people experienced during this time of major division within the country.
Ending the unit, students will be able to showcase their acquired knowledge
through media of their choice. This includes: power points, artwork, written work,
or any other use of technology that allows them to enhance their final project.
The end of unit project will be chosen by the student, and will require that they
plan ahead. Progress of the project will be monitored by teacher, and due dates
for each section will be outlined on a grade tracker, so students can plan
accordingly. By having specific sections of the project completed before the unit
ends, it will allow students to simply put assignments together to form their
project.
It will be necessary that everyone respects each other, and work together
so learning can occur. Since so much of the unit will depend on students teaching
fellow students on events and battles, it will crucial that everyone participates and
completes assignments. Moreover, since we will be working in groups it will be
required that everyone participates and is prepared. Grades will reflect
participation and preparedness.
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Grade Tracker
Journal entries____________10% (10 Pts)
Debate Individual___________10% (10 Pts)
Debate Team___________10% (10 Pts)
Essay__________10% (10Pts)
Timeline___________20% (20 Pts)
Check in on Vocabulary Lexicon (10 Pts)
Group Project__________20% (20 Pts)
Class Notes/Discussions_________10% (10 Pts)
Total:
100% possible:
100 Pts possible:
100 - 90 = A
89 - 80 = B
79 - 70 = C
69 - 60 = D
59 - Or below = Insufficient amount of Work
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Teacher: Katie Tollmann
Grade Level: 11th grade
Lesson Title: Leading to the Civil War
Overview: In this lesson students will review what was discussed
over previous unit. In this new unit we will begin with the events
leading to the Civil War (1861-65). The overview for previous unit
will include Manifest Destiny leading into the Civil War, The
Missouri Compromise, Compromise of 1850, Kansas Nebraska
Act, Dred Scott, election of Lincoln.
Connection to the Curriculum: Students will analyze and critically
think about events and people associated with the Civil War.
Then in a group discussion share their thoughts with the teacher
and classmates.
Connection to Standards: H2[9-12]2 Issues leading to the Civil
War; H2[9-12]3 Analysis of cultural influence, political interests,
and territorial issues. 6.12.17, 6.12.20 & 6.12.21 Civil War;
Causes, Battles, & Results.
Multiple Intelligences/Modalities: Students will be provided with
visual and linguistic instruction with brief lectures (5min)
accompanied with a power point. Students will be given a time
line that will also be projected on board when beginning lecture.
Students will listen to music from Civil War Bands while doing
their warm up activity at the start of class. The class will work in
groups and reflect on issue that propelled us into the Civil War. In
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ending class, students will be reflecting on the issues of both state
rights and slavery.
Technology: The use of power point, smart board (if accessible),
and CD player.
Teacher Roles: Teacher role will include facilitating in activities,
direct instruction, and probing for critical thinking.
Time: 110 minute block period.
Objectives:
 To review social influence that would ultimately lead to war.
 To review main ideas behind Manifest Destiny and reason it
would lead to the war.
 To discuss the compromises that would impact the onset of
the war.
 To discuss some of the arguments for and against slavery.
Suggested Procedure:
 Activity 1: Students will listen to a brief lecture, and fill in a
note taker. Students will be encouraged to contribute
concepts they recall from previous lessons. Teacher will
probe for specific examples leading to the war.
 Activity 2: Students will break into groups and discuss the
books Uncle Tom’s Cabin and Cannibals All. They will
answer two questions amongst their groups, and report their
answers to the class. Pros and Cons of slavery and state
rights.
 Activity 3: Students will conclude what they have learned in
discussion and readings with an informal essay in class; and
finish for homework. (See appendix for questions)
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(15-20 minutes) Opening: The teacher will begin the lesson by
encouraging students to discuss their opinions of the two books
that have been partially read throughout the last Unit. (5 minutes)
Teacher will project two excerpts, one from each book and have
the students determine the relevance of each. Who was the
audience that each book attempted to reach? Why? What
arguments did Stowe and Fitzhugh make? Why & what
specifically (elements of reading)? What impact do you think each
of these authors had on society at that time? What about the
authors writing tells you this? Why? (10 minutes)
Development: Concepts that will be taught are Election of 1860,
South Secedes, and the Confederate States of America were
formed. This will be presented with a lecture and a short video
from the Ken Burns film The Civil War. After showing a short clip
of the film students will label the states that seceded on a blank
map handout.
Closing: We will close the lesson by reviewing some of the
individuals who were part of this time period. Abraham Lincoln,
Jefferson Davis, James Crittenden, Steven Douglas,
Breckenridge, Bell, etc…. and roles they played.
Closing Story to end the class: The closing story will be quotes
from Lincoln. Class will think about quotes for further discussion
next class.
We have just carried an election on principles fairly stated to the people. Now we are told in
advance, the government shall be broken up; unless we surrender to those we have beaten,
before we take the offices.
--January 11, 1861 Letter to James T. Hale
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I have never had a feeling politically that did not spring from the sentiments embodied in the
Declaration of Independence.
--February 22, 1861 Address in Independence Hall
I am not nor ever have been in favor of bringing about in any way the social and political equality
of the white and black races.—Lincoln
Student Assessment: Students will be informally evaluated by the
discussions, group work, notes taken throughout the class, and
the essay.
Extending the Lesson: Students will look up fact in text book that
were not discussed in class to share with the class; next meeting.
There will be a list with specific page numbers for groups of two to
look up at home. Checking in; to insure partners are not
presenting the same fact, I will give students 2-3 minutes before
class ends to decide who will read which sections in assigned
reading activity.
Additional Resources: American Memory
(http://memory.loc.gov/ammem/)
Adaptations for Diverse Learners: Adaptations for diverse
learners might include modifying note takers or have peers share
notes with the diverse student. I will pair the diverse learner with
a high achieving peer for debate, next class period.
Resource: http://www .uore2on.edu/-cbristyk/ssm/bmko.btml (Stephen Binko)
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Teacher: Katie Tollmann
Grade Level: 9-12
Lesson Title: The Secession
Overview: In this lesson the class will learn about the south
seizing Federal Forts (Fort Sumter), the seven original states who
seceded from the Union and the four that followed. Students will
learn about the birth of the Confederacy, the leaders, and the
incident that would lead to the onset of the Civil War. The
students will create a graphic organizer while listening to lecture
and viewing maps of the states that are part of the Union or
Confederacy. Students will work in groups to prepare for debate
South vs. North.
Connection to the Curriculum: Students will compare and
contrast important events and people on both sides of the conflict
between the North and South. After analyzing the facts students
will prepare to debate after critically thinking about issues with
their teammates.
Connection to Standards: 6.12.17 6.12.20 6.12.21 Douglas County
Multiple Intelligences/Modalities: Teacher will provide maps,
graphic organizers, for logical and visual learning. Students will
be encouraged to reflect on social issues and form opinions that
can be supported with facts. Students will work in groups to
prepare for debate. Students will be provided video clips that will
solidify meaning of content.
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Technology: Projectors will be used to show material. Video will
be shown and power point presentation.
Teacher Roles: Teacher will be facilitator and help students focus
on facts that will allow them to form conclusion on events.
Teacher will provide scaffolding for learning content.
Time: 110 minutes
Objectives:
 Students will analyze the differences between the democrats
and republicans at this time in history.
 Students will denote arguments for the south seceding from
the Union.
 Students will use facts to defend the Confederacy or the
Union.
Suggested Procedure:
 Activity 1: Students will listen to a brief lecture and develop
a graphic organizer to chart notes on the development of
Confederacy. Students will continue developing graphic
organizers with assigned reading.
 Activity 2: Students will get in teams and begin developing
note cards for debate (Confederacy vs. Union).
 Activity 3: Students will go to computer lab and begin
researching websites for details why those supported the
Union or the Confederacy. Students need to find quotes
from individuals who were involved in debate for or against
slavery and state rights.
(15-20 minutes) Opening: We will begin our lesson with a sponge
activity. Students will have 5 minutes to recall the details from the
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battle at Fort Sumter. Students will list as many details as they
can. After recalling details they remember, the teacher will show
a short clip entitled American Civil War Songs 1861-1865. (8-10
minutes) and as the student watch the video, they will add details
from video to the sponge assignment. Teacher will give the
students 1 minute to finish writing while we transition into a lecture
and power point.
Development: Students will listen to lecture, develop graphic
organizer, research facts on individuals arguing for or against
slavery and state rights. Maps will be used to reinforce
geographical locations, and note card will be used for students to
have concise facts to use in debate.
Closing: Teacher will provide an outline of information discussed
in class. It will contain blank boxes where students can write in
content being learned or facts they may find relevant for
understanding overall concepts, and preparing for debate.
Closing Story to end the class: I will read “Pink and Say” and give
them a worksheet to fill out as they listen.
Student Assessment: Students will be assessed by their input in
discussion, detail on graphic organizers, and research in
computer lab. Students will be required to have 3 note cards
completed before leaving.
Extending the Lesson: Students will need to be prepared for a
debate the for next class period.
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Additional Resources: Students can find addition information at,
(http:/www.archives.gov/digital_classroom/lessons/analysis_work
sheets/document.html)
Adaptations for Diverse Learners: Diverse Learner adaptations
will include peer support and access to picture books that provide
the same information as the text.
Resource: http://www .uore2on.edu/-cbristyk/ssm/bmko.btml (Stephen Binko)
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Teacher: Katie Tollmann
Grade Level: 11 & 12
Lesson Title: Civil War Debate
Overview: Students will debate either in favor or against the
South seceding from northern states. Students will be using the
facts they acquired online, and out of text readings. The debate
will be assessed by how many facts or points students can
accurately use defending slavery and state’s rights. Peers will
also be assessing students on the ability to affectively defend
issues. Teacher will facilitate in a debriefing activity (KLW), and
we will begin looking at other battles; up through to the battle of
Antietam (Sharpsburg) September 17th, 1862.
Connection to the Curriculum: This will give students the ability to
apply skills necessary when defending social, political, and
personal beliefs. These are fundamental applications for arguing
and offering diverse points of view. (Students will learn time
management skills, reasoning skills, and collection of data.)
Connection to Standards: Civil War standards, H2[9-12]2 Issues
leading to the Civil War; H2[9-12]3 Analysis of cultural influence,
political interests, and territorial issues. 6.12.17, 6.12.20 & 6.12.21
Civil War; Causes, Battles, & Results.
Multiple Intelligences/Modalities: This lesson will consist of verbal
and written information when debating issues. Visual aids
showing significant battles and their locations (map walk).
Interpersonal & Intrapersonal Intelligence will be required for both
debate and assessing battle strategies and developments. I will
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have the students get into positions similar to those strategies
used by soldiers fighting in war. Reenactment is kinesthetic. I will
have students decide if these strategies were logical, practical, or
mathematical.
Technology: Projector will be necessary for showing maps on
board. Smart board would be ideal; we could draw on map.
Teacher Roles: Will scaffold debate and insure students stay on
topic. Teacher will facilitate transitions, but students will manage
time for each team. Teacher will probe for critical thinking
creative responses reinforced with facts, while debating. First,
teacher will facilitate a map walk. Teacher will facilitate in
organizing students into reenactment position, for battle.
Time: 110 minutes
Objectives:
 Students will learn how to defend opinions using facts.
 Students will learn social skills to understand both points of
views; regarding Civil War.
 Students will debate and defend the same issues their
predecessors did when debating state rights and slavery.
 Students will reenact battles strategies, to get better idea for
why generals made the orders they did. How much of it was
strategic vs. self-serving?
 Students will write two paragraphs on how they opinions
have been influenced by facts presented in debate.
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Suggested Procedure:
 Activity 1: Students will participate in a debate North vs.
South. Each student will contribute facts acquired in
research from Internet, textbook, and trade book.
 Activity 2: Students will participate in a debriefing on issues
presented and vote on which team provided the better
argument and sufficient facts for or against state rights and
slavery.
 Activity 3: Students will participate in a reenactment of battle
techniques conducted in time of the Civil War. Students will
be grouped by the teacher, and will develop strategies based
on factual strategic general actually used.
(20-25 minutes) Opening: Class will begin with students
preparing for their debate. They will have 5-10 minutes to meet
with their team to decide who will begin and end. Every student
will be required to speak. The class was divided in the previous
class, and time was given for research. Small sections of text
were assigned to read in the last class, and students will be
required to review their cards, insuring they did not read sections
that were read by their peers. If more time is required to rectify
problems, 5 additional minutes will be allotted. After the 10-15
minutes, I will tell students it is time to set up the classroom for
the debate. (2-3 minutes) We will flip a coin to decide which side
goes first. I will also, make the rules for debate clear: never
speak over your peers, present facts and reframe from opinions,
be respectful, and do not be condescending to others, and
everyone on your team must participate in debate for full credit.
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Development: The debate will solidify their understanding of the
issues. Reenactment of battles will help them to understand
military strategies. We will look at maps and discuss strategies
(discussing key figures, Stone Wall Jackson, Robert E. Lee,
Ulysses Grant). Teacher will encourage students to determine if
strategies were effective, if not, what would have been effective
strategies?
Closing: Teacher will have the students write 1-2 paragraphs on
what they learned, and how that will influence their understanding
on the Civil War. This is their ticket to leave class.
Closing Story to end the class: I will not have closing story on this
day, too much going on. Instead I will print out quotes of different
generals and soldiers (northerners and southerners) on strips of
paper for them to read on their way out of class (Insightful
Fortunes).
Student Assessment: Informal assessments will be made by the
quality of facts used in debate. Teacher will score (premade
rubric), and give each student points on their contributions to
activity. Students will have received rubrics for debate during a
previous class. Peers will also be assessing each other on the
validity of facts presented. Peers will also determine who
provided a better debate. (Teacher will have to approve, based
on validity of facts.)
Extending the Lesson: This lesson can be extended and teach
students the importance of understanding how to defend their
opinions/arguments by using facts. Furthermore, students will
learn the importance of strategies when planning for political and
social arguments.
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Additional Resources: www.pbs.org Ken Burns or
www.youtube.com look for Civil War photos of soldiers, and
civilians affected by war.
Adaptations for Diverse Learners: Adaptations will be made for
students who have difficulty speaking in front of the class due to
disabilities. These students will be my time manager, and
recorder of points. Every time a fact is presented they will make a
tally mark. They will have to participate in the debriefing and
share their thoughts on how time was managed and relevance of
the facts presented.
Resource: http://www .uore2on.edu/-cbristyk/ssm/bmko.btml (Stephen Binko)
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Teacher: Katie Tollmann
Grade Level: 11&12
Lesson Title: Battle Continued
Overview: Students will continue to learn about the battles and
the significant impacts it had on Americans in a lecture. Students
will also look at some of the key figures leading the Union and
Confederate Army’s. Students will analyze the effectiveness of
each military strategy used (blockades, draft, railroad, desertion,
reluctance to retreat, resources) in a lecture student led
discussion, which one was most effective? Why? What factors
helped win battles? Students will fill in premade timeline, maps
w/symbols for what influenced battle (win or lose) for the North
and South; begin thinking globally and have students develop a
timeline to show what was going on in other parts of the
country/world (three tiered timeline).
Connection to the Curriculum: US History, Government, Social
Issues, world history, military strategies, evaluate what happened
everywhere?
Connection to Standards: Civil War standards, H2[9-12]2 Issues
leading to the Civil War; H2[9-12]3 Analysis of cultural influence,
political interests, and territorial issues. 6.12.17, 6.12.20 & 6.12.21
Civil War; Causes, Battles, & Results.
Multiple Intelligences/Modalities: Students will be exposed to
power point that contains photos, journal writings, and addresses
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by Lincoln on recommendations, experiences, and destruction
which occurred to both sides. Students will discuss how
strategies impacted the individuals and the nation. Students will
make timelines and fill in maps to illustrate the significance of the
battles and locations. Students will be encouraged to look at
some of the music/songs that were written during this time.
Technology: Computer, projector, and white board will be used to
show photos, journals, and other written documents. Look at
some sheet music and listen to music.
Teacher Roles: The role of the teacher will be to facilitate, make
clarifications, present wholes is facts, and mediate discussion.
Teacher will provide resources and materials for the students to
work with (handouts, students will have journals, timeline, maps).
Time: 110 Minutes
Objectives: Students will be able to discuss concepts and
strategies for several battles. They will learn to sequentially
develop a tiered time line, making connections to many of the
things going on in many of the states. Furthermore, students will
use the timeline to show what other things were occurring in the
west (Gold), socially, and politically in Washington DC.
Suggested Procedure:
Activity 1: Students will watch a brief video on the continued
battles and the impacts on all Americans. Students will develop
an outline that will be used to develop a timeline, as they watch
the video.
Activity 2: Students will begin developing their timeline, using
construction paper and any other art media of their choosing.
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Teacher will encourage them to be creative and remind them, it
needs to consist of three tiers, which contain five events for each
tier. Tier for each; political implication, social implications, and/or
implications/events west and abroad.
Activity #3: Students will then fill in a map that will show the
battles and the routes taken by both the Union Army and
Confederate Army. Fill in handouts, fill in maps, watch film and fill
in worksheets.
(10-20 minutes) Opening: Class will begin with a journal entry; in
2 paragraphs students will have 5-10 minutes to reflect on the
importance, conclusions, discussed last period of battles and
significant people. Students will fill in outline to track the battles
as they watch a video. As they watch, clips from Ken Burns: Civil
War, they will be encouraged to write down concepts that might
help them in creating their timeline. While they do their journal
reflection the teacher will hand back any papers that were turned
in and collect the note cards from the debate for credit.
Development: Activities used will reinforce concepts learned by
having them use visuals, kinesthetic (making timeline), aurally
(film) and looking at more music/sheet music from the Civil War
era.
Closing: Students will review lesson by filling out the rest of the
map and begin making their timelines. We will look at a few
examples of students who got close to finishing. Teacher will
emphasize significant facts, implications of war, and battle
strategies. Finish for homework.
Closing Story to end the class: Teacher will end the class by
giving statistics on the number of property destroyed, where this
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occurred most, and how many American lives were taken during
the Civil War.
Student Assessment: Students will be assessed on the timeline,
maps, and journal entry.
Extending the Lesson: The extension of lesson with periodicals,
and the conflicting newspaper accounts, and will begin the next
class.
Additional Resources: Students will be encouraged to look at
papers, documents, sheet music, and photos at:
(http://memory.loc.gov/ammem/)
Adaptations for Diverse Learners: More time will be given for
diverse learners and if necessary modifications to activities.
Resource: http://www .uore2on.edu/-cbristyk/ssm/bmko.btml (Stephen Binko)
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Teacher: Katie Tollmann
Grade Level: 11th & 12th
Lesson Title: Conflicting Newspaper Accounts
Overview: In this lesson students will write Civil War newspapers
about the Battle of Antietam from the opposing perspectives of
the North and South. They begin by analyzing a series of
photographs of the battlefield. Developing a newspapers as a
class, which includes many topics about the military, political, and
economic aspects of the war, students analyze the consequences
of the Battle of Antietam. The lesson will end with a set of
documents about the Emancipation Proclamation, which Lincoln
issued shortly after visiting the battle site. Students will create
editorials of first accounts from, union officers, confederates,
civilians, and politicians. Examples and outline of requirements
will be given before starting.
Connection to the Curriculum: Students will look at photos, music,
and then write and report in newspaper. Class will develop a
newspaper, which contains information learned about the Civil
War thus far.
Connection to Standards: Civil War standards, H2[9-12]2 Issues
leading to the Civil War; H2[9-12]3 Analysis of cultural influence,
political interests, and territorial issues. 6.12.17, 6.12.20 & 6.12.21
Civil War; Causes, Battles, & Results.
Multiple Intelligences/Modalities: All of Howard Gardner’s multiple
intelligences. Students will break into groups each responsible for
writing specific element to contribute to newspaper.
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Technology: Projector and computer for viewing examples,
places to find resources and pictures to use in new paper. White
board will be used for students to write group name next to the
section or part of newspaper they will be responsible for. Internet
is necessary for conducting research.
Teacher Roles: Direct instruction, clarification, facilitate with
newspaper process. Prewritten worksheet to fill in (maps, check
list of responsibilities from each group and member, and provide
materials and resources.
Time: 110 minutes
Objectives: Students will read from internet sources and
assessing primary sources of newspaper accounts, and civil war
letters. Class will develop newspaper. Each person (preassigned to groups) will be responsible for developing a piece to
newspaper. This will take 2 to 3 Class periods.
Suggested Procedure:
Activity #1: We will elect an editor, writers, photographers,
students responsible for layout. Write names next to jobs written
on white board.
Activity #2 Brief lecture on what we are looking for with
newspaper project. What is expected to be represented, where to
look for more resources, and accounts of the battle of Antietam.
Lee vs. McClellan and the reasons why Lee was invading the
North and especially a border state at this time? What were his
goals?
Activity #3 Students in small groups will study Library of
Congress. American Memory (http://memory.loc.gov) copy, than,
27
paste the following phrases into collections search box
(http://meory.loc.gov/ammem/mdbquery.html)
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Confederate dead by a fence on the Hagerstown Road
Another View of Antietam Bridge
Bodies of Confederate dead gathered for burial
Antietam on the Day of the Battle
Keedysville, Md. Smith’s barn used as a hospital after the
battle of Antietam.
President Lincoln and Gen. George McClellan in the
general’s tent.
Antietam, principal street
Confederate dead at Smith’s barn with Dr. Heady and Indian
Volunteers in attendance.
A black smith shoeing horse
President Lincoln, Gen George McClellan and a group of
officers.
For more photos: put in key words “Antietam” and “Gardner”
(10-20 minutes) Opening: Class will begin with Episode from Ken
Burns Civil War Episode 3: What was at Stake at Antietam?
(7mins) Handout for students to follow: General Lee vs. General
McClellan, Union and progress up until September, 1862, Why
Lee was invading the North, Why was it critical for the Union to
have victory at this time? After students answer these questions
they will discuss and share what they found with the class. This is
an opportunity to collect information from others and clarify.
Development: Students will learn roles for writing the news
paper, and what elements must be incorporated for a complete
news paper. The students will then begin collecting information
28
form primary sources, pictures, journals, periodicals, etc…
Students will than watch a video clip to extend understanding.
Students must understand; England was on the verge of
recognizing the Confederacy as a separate nation. The South had
successfully defended itself this far. Lincoln was close to
declaring the Emancipation of the slaves in Confederacy. Europe
would have a harder time supporting a Confederacy. Make sure
to discuss bigger picture.
Closing (How will you review the lesson to be sure all students
understand the concepts?):
Closing Story to end the class: (Closing story can be an anecdote,
riddle, quote, anything. It is more than ending class at the bell.
Find something that can be your signature for the day or use a
variety of ideas including humor if you want.)
Student Assessment (What types of activities will be assigned to
students to allow them independent or group practice with the
concept?):
Extending the Lesson: Have students fill out a photo analysis
sheet, while they listen to group present research of photos,
journals, maps, civilian accounts. Ask question about technology,
photography, look at maps, and have students talk about
collecting information to put in a newspaper.
(http://memory.loc.gov/ammem/gmdhtml/cwmhome.html)
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Additional Resources: Have students do a Bing or Google
search, to find their own research to bring to table. (No
Wikipedia) Photos or written documents regarding: social, foreign
relations, or any topic relevant to Civil War battles. What was
going on in the West?
Adaptations for Diverse Learners: Pair these students with a peer
that can help them to stay focused and facilitate in giving clear
detail to what they are to do, or assist in materials.
Resource: http://www .uore2on.edu/-cbristyk/ssm/bmko.btml (Stephen Binko)
30
1-1
Essay Questions:
(Choose one of the following questions and answer it using the 5 paragraph
essay format.)
1) Consider the events leading, directly or indirectly, to the Civil War. Was slavery the
main issue for the war’s beginning? What were other contributing factors?
2) If slavery began in this country in 1619, why did it take 200 years for it to become
such a divisive issue? What specific events helped to make slavery an issue of public
debate? Why did white people in the South believe that their liberty required the
continuation of slavery?
3) Do you agree or disagree with Lincoln’s idea that in a constitutional democracy no
section of the nation is free to break away--that to attempt to leave is rebellion.
4) Why did the spirit of compromise, which had helped the nation avoid civil war in
earlier crises, break down by 1860?
Rubric for the Grading of Essay:
Beginning
Ideas are vague and
Expression not well supported (2
pts)
Knowledgeable
Exemplary
Ideas expressed are
concrete and supported
by thoughts and
evidence (4 pts)
Ideas expressed are
concrete, show depth of
though, and are well
supported (5 pts)
Clarity
The question of the
essay is not answered,
opinions are
meandering and
unfocused (1 pt)
The question is answered
The question is answered
clearly and thoughtfully,
clearly and thoughtfully,
writer maintains focus and
focus is somewhat
clearly defends position. (3
lacking. (2 pts)
pts)
Grammar
Major grammatical
errors ( 0 pts)
Some minor grammar or
spelling errors (1 pt)
No grammar or spelling
errors, paragraphs flow (2
pts)
Total Possible: 10 pts
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1-2
After Reading Trade Books:
Cannibals All by George Fitzhugh-1857
Uncle Tom’s Cabin by Harriet Beecher Stowe-1852
Answer the following questions to lead discussion. Write down what you learn to share
with the class.
1) What arguments were made by both Harriet Beecher-Stowe and George Fitzhugh
that validate their stance?
2) Who was the intended audience for Uncle Tom’s Cabin? What evidence supports
your opinion?
3) Who was the intended audience for Cannibals All? What evidence supports your
opinion?
4) What are your overall feelings after reading either of these books? (This must
reflect your opinion.)
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1-3
Fact Sheet:
• More than three million men fought in the war.
• Two percent of the population—more than 620,000—died in it.
• In two days at Shiloh on the banks of the Tennessee River, more Americans fell than in
all previous American wars combined.
• During the Battle of Antietam, 12,401 Union men were killed, missing or wounded;
double the casualties of D-Day, 82 years later. With a total of 23,000 casualties on both
sides, it was the bloodiest single day of the Civil War.
• At Cold Harbor, Va., 7,000 Americans fell in 20 minutes.
• Senator John J. Crittendon of Kentucky had two sons who became major generals
during the Civil War: one for the North, one for the South.
• Ulysses S. Grant was not fond of ceremonies or military music. He said he could only
recognize two tunes. "One was Yankee Doodle," he grumbled. "The other one wasn’t."
• Missouri sent 39 regiments to fight in the siege of Vicksburg: 17 to the Confederacy and
22 to the Union.
• During the Battle of Antietam, Clara Barton tended the wounded so close to the
fighting that a bullet went through her sleeve and killed a man she was treating.
• At the start of the war, the value of all manufactured goods produced in all the
Confederate states added up to less than one-fourth of those produced in New York
State alone.
• In March 1862, European powers watched in worried fascination as the Monitor and
Merrimack battled off Hampton Roads, Va. From then on, after these ironclads opened
fire, every other navy on earth was obsolete.
• In 1862, the U.S. Congress authorized the first paper currency, called "greenbacks."
• Oliver Wendell Holmes, Jr., future chief Justice, was wounded three times during the
Civil War: in the chest at Ball’s Bluff, in the back at Antietam and in the heel at
Chancellorsville.
• Confederate Private Henry Stanley fought for the Sixth Arkansas, and was captured at
Shiloh, but survived to go to Africa to find Dr. Livingstone.
• George Pickett’s doomed infantry charge at Gettysburg was the first time he took his
division into combat.
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• On July 4, 1863, after 48 days of siege, Confederate General John C. Pemberton
surrendered the city of Vicksburg to the Union’s General, Ulysses S. Grant. The Fourth
of July was not be celebrated in Vicksburg for another 81 years.
• Disease was the chief killer during the war, taking two men for everyone who died of
battle wounds.
• North and South, potential recruits were offered awards, or "bounties," for enlisting, as
much as $677 in New York. Bounty jumping soon became a profession, as men signed
up, then deserted, to enlist again elsewhere. One man repeated the process 32 times
before being caught.
• African Americans constituted less than one percent of the northern population, yet by
the war’s end made up ten percent of the Union Army. A total of 180,000 black men,
more than 85% of those eligible, enlisted.
• In November 1863, President Lincoln was invited to offer a "few appropriate remarks"
at the opening of a new Union cemetery at Gettysburg. The main speaker, a celebrated
orator from Massachusetts, spoke for nearly two hours. Lincoln offered just 269 words
in his Gettysburg Address.
• Confederate General Nathan Bedford Forrest had 30 horses shot from under him and
personally killed 31 men in hand-to-hand combat. "I was a horse ahead at the end," he
said.
• The words "In God We Trust" first appeared on a U.S. coin in 1864.
• In 1864, Ulysses S. Grant was promoted to Lieutenant General, a rank previously held
by General George Washington, and led the 533,000 men of the Union Army, the largest
in the world. Three years later, he was made President of the United States.
• Andersonville Prison in southwest Georgia held 33,000 prisoners in 1864. It was the
fifth largest city in the Confederacy.
•By the end of the war, Unionists from every state except South Carolina had sent
regiments to fight for the North.
• On November 9, 1863, President Lincoln attended a theater in Washington, D.C., to
see "The Marble Heart." An accomplished actor, John Wilkes Booth, was in the cast.
• On March 4, 1865, Lincoln was inaugurated for a second term. A yard away in the
crowd was John Wilkes Booth with a pistol in his pocket. His vantage point on the
balcony, he said later, offered him "an excellent chance to kill the President, if I had
wished."
• On May 13, 1865, a month after Lee’s surrender at Appomattox, Private John J.
34
Williams of the 34th Indiana became the last man killed in the Civil War, in a battle at
Palmito Ranch, Texas. The final skirmish was a Confederate victory.
• Hiram Revels of Mississippi became the first black man ever elected to the U.S. Senate.
He filled the seat last held by Jefferson Davis.
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1-4
Civil War Timeline
January 1861 -- The South Secedes.
When Abraham Lincoln, a known opponent of slavery, was elected president, the South Carolina
legislature perceived a threat. Calling a state convention, the delegates voted to remove the state
of South Carolina from the union known as the United States of America. The secession of South
Carolina was followed by the secession of six more states -- Mississippi, Florida, Alabama,
Georgia, Louisiana, and Texas -- and the threat of secession by four more -- Virginia, Arkansas,
Tennessee, and North Carolina. These eleven states eventually formed the Confederate States of
America.
February 1861 -- The South Creates a Government.
At a convention in Montgomery, Alabama, the seven seceding states created the Confederate
Constitution, a document similar to the United States Constitution, but with greater stress on the
autonomy of each state. Jefferson Davis was named provisional president of the Confederacy
until elections could be held.
February 1861 -- The South Seizes Federal Forts.
When President Buchanan -- Lincoln's predecessor -- refused to surrender southern federal forts
to the seceding states, southern state troops seized them. At Fort Sumter, South Carolina troops
repulsed a supply ship trying to reach federal forces based in the fort. The ship was forced to
return to New York, its supplies undelivered.
March 1861 -- Lincoln's Inauguration.
At Lincoln's inauguration on March 4, the new president said he had no plans to end slavery in
those states where it already existed, but he also said he would not accept secession. He hoped to
resolve the national crisis without warfare.
April 1861 -- Attack on Fort Sumter.
When President Lincoln planned to send supplies to Fort Sumter, he alerted the state in advance,
in an attempt to avoid hostilities. South Carolina, however, feared a trick; the commander of the
fort, Robert Anderson, was asked to surrender immediately. Anderson offered to surrender, but
only after he had exhausted his supplies. His offer was rejected, and on April 12, the Civil War
began with shots fired on the fort. Fort Sumter eventually was surrendered to South Carolina.
April 1861 -- Four More States Join the Confederacy.
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The attack on Fort Sumter prompted four more states to join the Confederacy. With Virginia's
secession, Richmond was named the Confederate capitol.
June 1861 -- West Virginia Is Born.
Residents of the western counties of Virginia did not wish to secede along with the rest of the
state. This section of Virginia was admitted into the Union as the state of West Virginia on June
20, 1863.
June 1861 -- Four Slave States Stay in the Union.
Despite their acceptance of slavery, Delaware, Kentucky, Maryland, and Missouri did not join
the Confederacy. Although divided in their loyalties, a combination of political maneuvering and
Union military pressure kept these states from seceding.
July 1861 -- First Battle of Bull Run.
Public demand pushed General-in-Chief Winfield Scott to
advance on the South before adequately training his untried
troops. Scott ordered General Irvin McDowell to advance on
Confederate troops stationed at Manassas Junction, Virginia.
McDowell attacked on July 21, and was initially successful, but
the introduction of Confederate reinforcements resulted in a
Southern victory and a chaotic retreat toward Washington by
federal troops.
View of the battlefield,
First Bull Run,
Virginia, July 1861
None of the included photographs of First Bull Run were made
at the time of battle (July 21); the photographers had to wait
until the Confederate Army evacuated Centreville and Manassas
in March 1862. Their views of various landmarks of the previous summer are arranged according
to the direction of the federal advance, a long flanking movement by Sudley's Ford.
July 1861 -- General McDowell Is Replaced.
Suddenly aware of the threat of a protracted war and the army's need for organization and
training, Lincoln replaced McDowell with General George B. McClellan.
July 1861 -- A Blockade of the South.
To blockade the coast of the Confederacy effectively, the federal navy had to be improved. By
July, the effort at improvement had made a difference and an effective blockade had begun. The
South responded by building small, fast ships that could outmaneuver Union vessels.

Port Royal, South Carolina -- 1861-1862
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On November 7, 1861, Captain Samuel F. Dupont's warships silenced Confederate guns in Fort
Walker and Fort Beauregard. This victory enabled General Thomas W. Sherman's troops to
occupy first Port Royal and then all the famous Sea Islands of South Carolina, where Timothy H.
O'Sullivan recorded them making themselves at home.

Confederate Winter Quarters -- 1861-1862
These photographs show Confederate winter quarters at Manassas, Centreville, Fairfax Court
House, and Falls Church, Virginia.
January 1862 -- Abraham Lincoln Takes Action.
On January 27, President Lincoln issued a war order authorizing the Union to launch a unified
aggressive action against the Confederacy. General McClellan ignored the order.
March 1862 -- McClellan Loses Command.
On March 8, President Lincoln -- impatient with General McClellan's inactivity -- issued an
order reorganizing the Army of Virginia and relieving McClellan of supreme command.
McClellan was given command of the Army of the Potomac, and ordered to attack Richmond.
This marked the beginning of the Peninsular Campaign.

Battle of the "Monitor" and the "Merrimac" -March 1862
In an attempt to reduce the North's great naval advantage,
Confederate engineers converted a scuttled Union frigate, the
U.S.S. Merrimac, into an iron-sided vessel rechristened the
C.S.S. Virginia. On March 9, in the first naval engagement
between ironclad ships, the Monitor fought the Virginia to a
draw, but not before the Virginia had sunk two wooden Union
warships off Norfolk, Virginia.
April 1862 -- The Battle of Shiloh.
Deck and turret of U.S.S.
Monitor
James River, Va.
July 9, 1862
On April 6, Confederate forces attacked Union forces under General Ulysses S. Grant at Shiloh,
Tennessee. By the end of the day, the federal troops were almost defeated. Yet, during the night,
reinforcements arrived, and by the next morning the Union commanded the field. When
Confederate forces retreated, the exhausted federal forces did not follow. Casualties were heavy - 13,000 out of 63,000 Union soldiers died, and 11,000 of 40,000 Confederate troops were killed.

Fort Pulaski, Georgia -- April 1862
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General Quincy A. Gillmore battered Fort Pulaski, the imposing masonry structure near the
mouth of the Savannah River, into submission in less than two days, (April 10-11, 1862). His
work was promptly recorded by the indefatigable Timothy H. O'Sullivan.
April 1862 -- New Orleans.
Flag Officer David Farragut led an assault up the Mississippi River. By April 25, he was in
command of New Orleans.
April 1862 -- The Peninsular Campaign.
In April, General McClellan's troops left northern Virginia to begin the Peninsular Campaign. By
May 4, they occupied Yorktown, Virginia. At Williamsburg, Confederate forces prevented
McClellan from meeting the main part of the Confederate army, and McClellan halted his troops,
awaiting reinforcements.

The Peninsular Campaign -- May-August 1862
These photographs depict McClellan's advance from Yorktown to Fair Oaks, only five miles
from Richmond, and, beginning with No. 85, his retreat to Harrison's Landing on the James.
Some of the sites of the Seven Days' Battles (June 25-July 1) were photographed only after the
fall of Richmond three years later.
May 1862 -- "Stonewall" Jackson Defeats Union Forces.
Confederate General Thomas J. "Stonewall" Jackson, commanding forces in the Shenandoah
Valley, attacked Union forces in late March, forcing them to retreat across the Potomac. As a
result, Union troops were rushed to protect Washington, D.C.
June 1862 -- The Battle of Seven Pines (Fair Oaks).
On May 31, the Confederate army attacked federal forces at Seven Pines, almost defeating them;
last-minute reinforcements saved the Union from a serious defeat. Confederate commander
Joseph E. Johnston was severely wounded, and command of the Army of Northern Virginia fell
to Robert E. Lee. (See The Peninsular Campaign -- May-August 1862)
July 1862 -- The Seven Days' Battles.
Between June 26 and July 2, Union and Confederate forces fought a series of battles:
Mechanicsville (June 26-27), Gaines's Mill (June 27), Savage's Station (June 29), Frayser's Farm
(June 30), and Malvern Hill (July 1). On July 2, the Confederates withdrew to Richmond, ending
the Peninsular Campaign. (See The Peninsular Campaign -- May-August 1862)
July 1862 -- A New Commander of the Union Army.
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On July 11, Major-General Henry Halleck was named general-in-chief of the Union army.
August 1862 -- Pope's Campaign.
Union General John Pope suffered defeated at the Second Battle of Bull Run on August 29-30.
General Fitz-John Porter was held responsible for the defeat because he had failed to commit his
troops to battle quickly enough; he was forced out of the army by 1863.

Pope's Campaign -- July-August 1862
These photographs depict Pope's Campaign, spanning July to August 1862. The first two
photographs reflect McDowell shielding Washington during the Peninsular Campaign; thereafter
the movement, like Pope's, is retrograde, from Cedar Mountain near the Rapidan River back to
Bull Run again, in general along the line of the Orange and Alexandria Railroad.
September 1862 -- Harper's Ferry.
Union General McClellan defeated Confederate General Lee at South Mountain and Crampton's
Gap in September, but did not move quickly enough to save Harper's Ferry, which fell to
Confederate General Jackson on September 15, along with a great number of men and a large
body of supplies.
September 1862 -- Antietam.
On September 17, Confederate forces under General Lee were caught by General McClellan near
Sharpsburg, Maryland. This battle proved to be the bloodiest day of the war; 2,108 Union
soldiers were killed and 9,549 wounded -- 2,700 Confederates were killed and 9,029 wounded.
The battle had no clear winner, but because General Lee withdrew to Virginia, McClellan was
considered the victor. The battle convinced the British and French -- who were contemplating
official recognition of the Confederacy -- to reserve action, and gave Lincoln the opportunity to
announce his Preliminary Emancipation Proclamation (September 22), which would free all
slaves in areas rebelling against the United States, effective January 1, 1863.

Antietam -- September-October 1862
The Army of the Potomac remained in possession of the field, and the photographers were able
to work over it thoroughly immediately after the battle of September 17. One can witness
President Lincoln's visit to McClellan's headquarters, and follow the army across the Potomac at
Berlin (present day Brunswick, Maryland) and into re-occupied Harper's Ferry.
December 1862 -- The Battle of Fredericksburg.
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General McClellan's slow movements, combined with General Lee's escape, and continued
raiding by Confederate cavalry, dismayed many in the North. On November 7, Lincoln replaced
McClellan with Major-General Ambrose E. Burnside. Burnside's forces were defeated in a series
of attacks against entrenched Confederate forces at Fredericksburg, Virginia, and Burnside was
replaced with General Joseph Hooker.

Burnside and Hooker -- November 1862-April 1863
These photographs show much of the army in quarters, and the great federal supply depot at
Aquia Creek; but the views most directly reflecting Burnside's disastrous failure on December 13
(Nos. 165-166) had to wait until Grant's advance in the spring of 1864 had pushed the Army of
Virginia beyond Fredericksburg.
January 1863 -- Emancipation Proclamation.
In an effort to placate the slave-holding Border States, Lincoln resisted the demands of radical
Republicans for complete abolition. Yet some Union generals, such as General B. F. Butler,
declared slaves escaping to their lines "contraband of war," not to be returned to their masters.
Other generals decreed that the slaves of men rebelling against the Union were to be considered
free. Congress, too, had been moving toward abolition. In 1861, Congress had passed an act
stating that all slaves employed against the Union were to be considered free. In 1862, another
act stated that all slaves of men who supported the Confederacy were to be considered free.
Lincoln, aware of the public's growing support of abolition, issued the Emancipation
Proclamation on January 1, 1863, declaring that all slaves in areas still in rebellion were, in the
eyes of the federal government, free.
March 1863 -- The First Conscription Act.
Because of recruiting difficulties, an act was passed making all men between the ages of 20 and
45 liable to be called for military service. Service could be avoided by paying a fee or finding a
substitute. The act was seen as unfair to the poor, and riots in working-class sections of New
York City broke out in protest. A similar conscription act in the South provoked a similar
reaction.
May 1863 -- The Battle of Chancellorsville.
On April 27, Union General Hooker crossed the Rappahannock River to attack General Lee's
forces. Lee split his army, attacking a surprised Union army in three places and almost
completely defeating them. Hooker withdrew across the Rappahannock River, giving the South a
victory, but it was the Confederates' most costly victory in terms of casualties.
May 1863 -- The Vicksburg Campaign.
Union General Grant won several victories around Vicksburg, Mississippi, the fortified city
considered essential to the Union's plans to regain control of the Mississippi River. On May 22,
Grant began a siege of the city. After six weeks, Confederate General John Pemberton
41
surrendered, giving up the city and 30,000 men. The capture of Port Hudson, Louisiana, shortly
thereafter placed the entire Mississippi River in Union hands. The Confederacy was split in two.

Through the Fall of Vicksburg -- July 1863
These photographs include three which William R. Pywell took in February 1864, referring back
to Grant's brilliant campaign of the previous summer.
June-July 1863 -- The Gettysburg Campaign.
Confederate General Lee decided to take the war to the enemy.
On June 13, he defeated Union forces at Winchester, Virginia,
and continued north to Pennsylvania. General Hooker, who had
been planning to attack Richmond, was instead forced to follow
Lee. Hooker, never comfortable with his commander, General
Halleck, resigned on June 28, and General George Meade
replaced him as commander of the Army of the Potomac.
On July 1, a chance encounter between Union and Confederate
forces began the Battle of Gettysburg. In the fighting that
Six officers of the 17th New
followed, Meade had greater numbers and better defensive
York Battery
positions. He won the battle, but failed to follow Lee as he
Gettysburg, Pa.
retreated back to Virginia. Militarily, the Battle of Gettysburg
June 1863
was the high-water mark of the Confederacy; it is also
significant because it ended Confederate hopes of formal recognition by foreign governments.
On November 19, President Lincoln dedicated a portion of the Gettysburg battlefield as a
national cemetery, and delivered his memorable "Gettysburg Address."
Photographs of the battleground began immediately after the battle of July 1-3. This group of
photographs also includes a scene of Hooker's troops in Virginia on route to Gettysburg.
September 1863 -- The Battle of Chickamauga.
On September 19, Union and Confederate forces met on the Tennessee-Georgia border, near
Chickamauga Creek. After the battle, Union forces retreated to Chattanooga, and the
Confederacy maintained control of the battlefield.

Meade in Virginia -- August-November 1863
After the Battle of Gettysburg, General Meade engaged in some cautious and inconclusive
operations, but the heavy activity of the photographers was confined to the intervals between
them -- at Bealeton, southwest of Warrenton, in August, and at Culpeper, before the Mine Run
Campaign.
November 1863 -- The Battle of Chattanooga.
42
On November 23-25, Union forces pushed Confederate troops away from Chattanooga. The
victory set the stage for General Sherman's Atlanta Campaign.

Chattanooga -- September-November 1863
After Rosecrans's debacle at Chickamauga, September 19-20, 1863, Confederate General
Braxton Bragg's army occupied the mountains that ring the vital railroad center of Chattanooga.
Grant, brought in to save the situation, steadily built up offensive strength, and on November 2325 burst the blockade in a series of brilliantly executed attacks. The photographs, probably all
taken the following year when Chattanooga was the base for Sherman's Atlanta campaign,
include scenes on Lookout Mountain, stormed by Hooker on November 24.

The Siege of Knoxville -- November-December 1863
The difficult strategic situation of the federal armies after Chickamauga enabled Bragg to detach
a force under Longstreet to drive Burnside out of eastern Tennessee. Burnside sought refuge in
Knoxville, which he successfully defended from Confederate assaults. These views, taken after
Longstreet's withdrawal on December 3, include one of Strawberry Plains, on his line of retreat.
Here we have part of an army record: Barnard was photographer of the Chief Engineer's Office,
Military Division of the Mississippi, and his views were transmitted with the report of the chief
engineer of Burnside's army, April 11, 1864.
January - April 1864 -- Winter Quarters at Brandy Station
All was quiet beyond the Rappahannock, but there was a rich harvest for the photographers.
Some photographs date from December 1863.
May 1864 -- Grant's Wilderness Campaign.
General Grant, promoted to commander of the Union armies, planned to engage Lee's forces in
Virginia until they were destroyed. North and South met and fought in an inconclusive three-day
battle in the Wilderness. Lee inflicted more casualties on the Union forces than his own army
incurred, but unlike Grant, he had no replacements.

Grant's Wilderness Campaign -- May-June, 1864
Photographer Timothy H. O'Sullivan followed the federal army and documented the actual
course of operations as had not been possible since the middle of McClellan's Peninsular
Campaign.
May 1864 -- The Battle of Spotsylvania.
General Grant continued to attack Lee. At Spotsylvania Court House, he fought for five days,
vowing to fight all summer if necessary. (See Grant's Wilderness Campaign)
43
June 1864 -- The Battle of Cold Harbor.
Grant again attacked Confederate forces at Cold Harbor, losing over 7,000 men in twenty
minutes. Although Lee suffered fewer casualties, his army never recovered from Grant's
continual attacks. This was Lee's last clear victory of the war. (See Grant's Wilderness
Campaign)
June 1864 -- The Siege of Petersburg.

The Army of the James, June 1864-April 1865
Grant hoped to take Petersburg, below Richmond, and then approach the Confederate capital
from the south. The attempt failed, resulting in a ten month siege and the loss of thousands of
lives on both sides.
General Benjamin F. Butler's command was in the vicinity of Petersburg as early as May 11,
missing its opportunity to capture this vital railroad center; but the photographs are all from the
later days when Butler was holding a fortified line on both sides of the James and extending
northward as far as the Market or River Road running into Richmond. The photographs follow
Butler's lines from south to north, and then, after the evacuation of Richmond, record the
Confederate defenses on the James.

The Siege of Petersburg -- 1864
The Petersburg Campaign gave the photographers full
opportunity to build a superb corpus of documentation,
completed when they were able to enter the town and its
defenses in the first days of April. Grant won by steadily
extending his lines westward, but the photographers do not seem
to have ventured very far from City Point. The last three
photographs place Timothy H. O'Sullivan with the army at
Appomattox Court House, where Lee surrendered the remnants The "Dictator," a closer view
Petersburg, Va.
of his valiant force.
1864 October
July 1864 -- Confederate Troops Approach
Washington, D.C.
Confederate General Jubal Early led his forces into Maryland to relieve the pressure on Lee's
army. Early got within five miles of Washington, D.C., but on July 13, he was driven back to
Virginia.
August 1864 -- General William T. Sherman's Atlanta Campaign.
Union General Sherman departed Chattanooga, and was soon met by Confederate General
Joseph Johnston. Skillful strategy enabled Johnston to hold off Sherman's force -- almost twice
44
the size of Johnston's. However, Johnston's tactics caused his superiors to replace him with
General John Bell Hood, who was soon defeated. Hood surrendered Atlanta, Georgia, on
September 1; Sherman occupied the city the next day. The fall of Atlanta greatly boosted
Northern morale.
November 1864 -- General William T. Sherman's March to the Sea.
General Sherman continued his march through Georgia to the sea. In the course of the march, he
cut himself off from his source of supplies, planning for his troops to live off the land. His men
cut a path 300 miles in length and 60 miles wide as they passed through Georgia, destroying
factories, bridges, railroads, and public buildings.

Sherman in Atlanta -- September-November, 1864
After three and a half months of incessant maneuvering and much hard fighting, Sherman forced
Hood to abandon Atlanta, the munitions center of the Confederacy. Sherman remained there,
resting his war-worn men and accumulating supplies, for nearly two-and-a-half months. During
the occupation, George N. Barnard, official photographer of the Chief Engineer's Office, made
the best documentary record of the war in the West. Much of what he photographed was
destroyed in the fire that spread from the military facilities blown up upon Sherman's departure.
November 1864 -- Abraham Lincoln Is Re-Elected.
The Republican Party nominated President Abraham Lincoln as its presidential candidate, and
Andrew Johnson for vice-president. The Democratic Party chose General George B. McClellan
for president, and George Pendleton for vice-president. At one point, widespread war-weariness
in the North made a victory for Lincoln seem doubtful. In addition, Lincoln's veto of the WadeDavis Bill -- requiring the majority of the electorate in each Confederate state to swear past and
future loyalty to the Union before the state could officially be restored -- lost him the support of
Radical Republicans who thought Lincoln too lenient. However, Sherman's victory in Atlanta
boosted Lincoln's popularity and helped him win re-election by a wide margin.
November - December 1864

Fort Monroe and Hampton, Virginia -- 1864
Its own intrinsic strength and the ease with which it could be supplied and reinforced by sea kept
the largest American fort in federal hands throughout the war. Fort Monroe was the starting point
for McClellan's Peninsular Campaign in 1862 and for Butler's advance to Petersburg in 1864.
The photographs depict only uneventful garrison life toward the end of 1864.

Sherman at the Sea -- December 1864
After marching through Georgia for a month, Sherman stormed Fort McAllister on December
13, 1864, and captured Savannah itself eight days later. These seven views show the former
stronghold and its dismantling preparatory to Sherman's further movement northward. This
45
operation was ordered on December 24, and General William B. Hazen [2d Division, 15th
Corps] and Major Thomas W. Osborn, chief of artillery, completed the task by December 29,
storing the guns at Fort Pulaski.

Hood before Nashville -- December 1864
Continuing his policy of taking the offensive at any cost, General John B. Hood brought his
reduced army before the defenses of Nashville, where it was repulsed by General George H.
Thomas on December 15-16, in the most complete victory of the war. If the dates borne by the
first two items are correct, the photographs were taken in the course of battle.
January 1865 -- Fort Fisher, North Carolina
After Admiral David D. Porter's squadron of warships had subjected Fort Fisher to a terrific
bombardment, General Alfred H. Terry's troops took it by storm on January 15, and Wilmington,
North Carolina, the last resort of the blockade-runners, was sealed off. Timothy H. O'Sullivan
promptly recorded the strength of the works and the effects of the bombardment.
January 1865 -- The Fall of the Confederacy.
Transportation problems and successful blockades caused severe shortages of food and supplies
in the South. Starving soldiers began to desert Lee's forces, and although President Jefferson
Davis approved the arming of slaves as a means of augmenting the shrinking army, the measure
was never put into effect.
February 1865 -- Sherman Marches through North and South Carolina.
Union General Sherman moved from Georgia through South Carolina, destroying almost
everything in his path.
February 1865 -- A Chance for Reconciliation Is Lost.
Confederate President Jefferson Davis agreed to send delegates to a peace conference with
President Lincoln and Secretary of State William Seward, but insisted on Lincoln's recognition
of the South's independence as a prerequisite. Lincoln refused, and the conference never
occurred.
46
April 1865 -- Fallen Richmond.
On March 25, General Lee attacked General Grant's forces near
Petersburg, but was defeated -- attacking and losing again on
April 1. On April 2, Lee evacuated Richmond, the Confederate
capital, and headed west to join with other forces.

Fallen Richmond -- April-June, 1865
Alexander Gardner and probably other photographers made a
splendid record of the Confederate capital, desolate after the
Ruins of paper mill; wrecked
evacuation of April 2 and the fire which raged along the
paper-making machinery in
waterfront but fortunately had stopped short of Thomas
foreground
Jefferson's capitol. The photographs are arranged in a kind of
Richmond, Va.
guided tour of the city, first along the James from Rocketts
April 1865
westward to the Tredegar Iron Works, inland to the capitol and
its environs, and on to the residence of President Jefferson Davis. Present-day street numbers
have been provided where possible.

The Defenses of Washington -- 1865
The Lincoln administration was determined to make the capital safe from attack by ringing the
city with a chain of forts manned by substantial garrisons of artillerists and other troops. The
sequence of photographs starts with the forts on the Virginia shore (in alphabetical order, since
hardly anyone today would be familiar with their locations, mostly long since submerged by city
or suburbs), follows with defenses north of the Potomac (in the same order), and ends with a
number of garrisons or local military units.
April 1865 -- Surrender at Appomattox Courthouse.
General Lee's troops were soon surrounded, and on April 7, Grant called upon Lee to surrender.
On April 9, the two commanders met at Appomattox Courthouse, and agreed on the terms of
surrender. Lee's men were sent home on parole -- soldiers with their horses, and officers with
their side arms. All other equipment was surrendered.
April 1865 -- The Assassination of President Lincoln.
On April 14, as President Lincoln was watching a performance of "Our American Cousin" at
Ford's Theater in Washington, D.C., he was shot by John Wilkes Booth, an actor from Maryland
obsessed with avenging the Confederate defeat. Lincoln died the next morning. Booth escaped to
Virginia. Eleven days later, cornered in a burning barn, Booth was fatally shot by a Union
soldier. Nine other people were involved in the assassination; four were hanged, four imprisoned,
and one acquitted.

The Assassination of President Lincoln -- April-July 1865
47
Secretary of War Edwin M. Stanton's fanatical insistence on secrecy was relaxed sufficiently to
allow this remarkable documentary series to be made at Ford's Theater, the Navy Yard, and the
Arsenal. Why the photographer chose Howard's Stable instead of Pumphrey's or Naylor's must
remain unexplained.
April-May 1865 -- Final Surrenders among Remaining Confederate Troops.
Remaining Confederate troops were defeated between the end of April and the end of May.
Jefferson Davis was captured in Georgia on May 10.

The Grand Review of the Army -- 1865
The Army of the Potomac paraded on May 23, and the Army of Georgia on May 24.
Unfortunately most of the photographs, thought to have been taken by Brady himself, fail to
distinguish either the unit or the day.
August - November 1865

The Execution of Captain Henry Wirz -- November 1865
The notorious superintendent of the Confederate prison at Andersonville, Georgia, was tried by a
military commission presided over by General Lew Wallace from August 23 to October 24,
1865, and was hanged in the yard of the Old Capitol Prison on November 10.
48
1-5
Time Line Activity & Requirements:
1. You will develop a timeline after outlining specific events that
could be used from video.
2. Use note, text book, trade book, maps, fact sheet, and
timelines, to make your own time line.
3. You will need to make it three tiered (I have examples front
of class) each tier representing political / foreign events,
events West, and then events occurring in North or South.
4. Be creative, and make sure the time line is colorful and
original.
5. Make sure the timeline is sequential, clearly labeled, and the
events are explained in a few sentences.
6. You must have 5 events for each tier.
Example:
1st tier
Event
Event
Event
Event
Event
Washington DC
2nd tier
North & South
3rd tier
West (California/Oregon)
49
Team Debate Rubric:
1
Team has
Little to no
understanding for understanding.
both sides (North
& South).
1-6
2
Some
understanding
but cannot
support with
facts.
Students are
prepared and
each student has
facts to back
argument.
Not prepared
and team has
no idea what to
do.
Somewhat
prepared, or
only one or two
students are
prepared.
(Students not
prepared will
receive a 0)
Is the team
working
together?
Team shows
that they did not
work together.
Some team
members
worked
together to
complete
assignment.
Does the team
stay on topic?
Never stayed on Tried to stay on
topic. Didn’t
topic but didn’t.
even relate to
guidelines for
debate.
3
Has a
general
concept of
both sides
to
argument.
Can use a
few facts to
support
argument.
Team
showed
that they
did prepare
something
to present.
Not a lot of
time put in
to quality
of work.
Most
members
worked
together,
but there
was one
person
they didn’t
encourage
to
participate.
4
Has clear
understanding
on the side of
both North
and South,
but has
trouble using
facts to
support
arguments.
Team is
prepared and
has facts on
note cards to
support
discussion
and guide
topic.
5
Has expert
understanding
and can use
specific facts
to support
their
argument.
Everyone
participated
and
supported
their
teammate.
Stayed on
topic but
made huge
stretches
to use fact
irrelevant
to topic.
Stayed on
topic and
used facts
effectively
and logically.
Each student
prepared to
speak on
specific areas
of debate.
Each
teammate
offered
expertise on
the Civil War,
and argued
accordingly.
Stayed on
topic used
facts
effectively
and logically
and won
every debate
because of
expert debate
skills.
Team has
significant
amount of
facts and
often win
argument
over the other
team.
50
1-7
Guideline for Debate:
Student will be prepared to debate:
1. Reasons leading to Civil War should be included in
introduction of debate.
2. Begin collecting facts in support or against slavery and state
rights, and record where you got the information.
(plagiarism) Support you sides of the issue, and understand
the counter arguments to help you debate effectively.
3. Answer, what, why, who, where, when individuals influenced
their side of argument. Were politicians, soldiers, farm
owners, civilians, or urban industries arguing valid points for
and against the Confederacy seceding?
4. Delegate responsibilities, so everyone in the group has a
job. Who will begin debate, presenting the issues outlining
arguments for debate? Who will debate and use facts
against the other team? Who will conclude debate and
summarize the points presented for their side of debate?
5. Make sure everyone in communicating outside of class when
gathering information; no two people should be reviewing
same information in a group (email or phone).
6. Use class time wisely. You must have note cards to show
me at the end of the period.
51
1-8
Beginning Newspaper Activity:
In small groups you will study sources from the Library of
Congress.
American Memory (http://memory.loc.gov) copy, than, paste the
following phrases into collections search box
(http://meory.loc.gov/ammem/mdbquery.html) Write down
information that will help you to contribute to newspaper.









Confederate dead by a fence on the Hagerstown
Road:___________________________________________________________
________________________________________________________________
Another View of Antietam
Bridge:__________________________________________________________
________________________________________________________________
Bodies of Confederate dead gathered for
burial:___________________________________________________________
________________________________________________________________
Antietam on the Day of the
Battle:___________________________________________________________
________________________________________________________________
Keedysville, Md. Smith’s barn used as a hospital after the battle of
Antietam:________________________________________________________
________________________________________________________________
President Lincoln and Gen. George McClellan in the general’s
tent:____________________________________________________________
________________________________________________________________
Antietam, principal
street:___________________________________________________________
________________________________________________________________
Confederate dead at Smith’s barn with Dr. Heady and Indian Volunteers in
attendance:______________________________________________________
________________________________________________________________
A black smith shoeing
horse:___________________________________________________________
________________________________________________________________
52

President Lincoln, Gen George McClellan and a group of
officers:_________________________________________________________
________________________________________________________________
For more photos: put in key words “Antietam” and “Gardner”
Look up documents at: (http://www.archives.gov)
Look for other documents: Nineteenth Century Periodicals or
(http://etext.lib.virginia.edu/civilwar.html)
List information:
53
1-9
Blank Map to track battles:
54
1-9
55
1-9
56
1-10
Group project
(Each group will be responsible for addressing the questions below when
presenting to the class. These questions need to correspond to the battle you
chose.)
1) Research one of the major battles that occurred during the year of 1862. What was it?
Why was it significant?
2) Why has the Civil War often considered the first modern war? Research the
technology of war at the time -- weapons, ships, transportation and medical practice.
Why were the casualties of the war so terribly high?
3) How did supplies reach troops during the Civil War? What types of supplies would
troops need in order to fight a war? How did the Union blockades affect the flow of
supplies into the South?
4) The Civil War often split families apart. Where do you think one’s loyalty should lie-with one’s family or one’s country?
Requirements for the project:
 One visual aide (technology, poster, artifacts, etc…)
 One research paper with all group members names on it.
 Everyone must speak during the presentation.
 Presentation should not exceed 10-15 minutes.
 Your team will need to develop 5 questions for the observers (classmates) to
answer after the presentation.
57
1-11
58