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Downloadable Reproducible eBooks Thank you for downloading this eBook from www.socialstudies.com To browse more eBook titles, visit http://www.socialstudies.com/ebooks.html To learn more about eBooks, visit our help page at http://www.socialstudies.com/ebookshelp.html For questions, please e-mail [email protected] Free E-mail Newsletter–Sign up Today! To learn about new eBook and print titles, professional development resources, and catalogs in the mail, sign up for our monthly e-mail newsletter at http://socialstudies.com/newsletter/ DOCUMENT-BASED ACTIVITIES ON THE CIVIL WAR Using Primary Sources and the Internet Social Studies School Service www.socialstudies.com Document-Based Activities on the Civil War Using Primary Sources and the Internet Michael Hutchison, Writer Kerry Gordonson, Editor Bill Williams, Editor Dr. Aaron Willis, Project Coordinator Katie Brown, Editorial Assistant Social Studies School Service 10200 Jefferson Blvd., P.O. Box 802 Culver City, CA 90232 http://socialstudies.com [email protected] (800) 421-4246 All the Web addresses in this book can be found on our Web site: http://www.socialstudies.com/uslinks.html Updated 2005 © 2002 Social Studies School Service 10200 Jefferson Blvd., P.O. Box 802 Culver City, CA 90232 United States of America (310) 839-2436 (800) 421-4246 Fax: (800) 944-5432 Fax: (310) 839-2249 http://socialstudies.com [email protected] Permission is granted to reproduce individual worksheets for classroom use only. Printed in the United States of America. ISBN 1-56004-129-3 Product Code: ZP194 iii TABLE OF CONTENTS Teacher Introduction ................................................................................................. v Overview: The Civil War ......................................................................................... vii LESSONS 1. The Surrender of Fort Sumter Teacher Page ...................................................................................................... 1 Student Worksheet ............................................................................................... 3 2. “Billy Yank” and “Johnny Reb”: Ordinary Soldiers in the Civil War Teacher Page ...................................................................................................... 5 Student Worksheet ............................................................................................... 7 3. The Emancipation Proclamation Teacher Page ...................................................................................................... 9 Student Worksheet ............................................................................................... 11 4. The Gettysburg Address Teacher Page ...................................................................................................... 13 Student Worksheet ............................................................................................... 15 5. Andersonville Prison Teacher Page ...................................................................................................... 17 Student Worksheet ............................................................................................... 19 6. Surrender at Appomattox Teacher Page ...................................................................................................... 21 Student Worksheet ............................................................................................... 23 Culminating Activities ............................................................................................ 25 Appendix Answer Key ......................................................................................................... 29 Rubrics ................................................................................................................ 35 Selected Documents ............................................................................................ 43 Related Web Sites ................................................................................................ 47 Suggested Curriculum Materials ........................................................................ 49 iv v DOCUMENT-BASED ACTIVITIES ON THE CIVIL WAR TEACHER INTRODUCTION Description: In this unit, students recognize the events and effects of the Civil War (1861-1865) on America as a whole as well as on Americans of different social, economic, and cultural walks of life. They will investigate various events and themes of the war, and how the war affected American history. Primary sources (including diaries, military reports, and government documents) help students to develop a general concept of the importance of the Civil War and its impact upon America. Unit Objectives: Knowledge: students will • understand the beginning of the Civil War as well as some of the major events and battles • evaluate how the war affected various minority groups, including blacks and women • recognize the effects of the Civil War on American history and American life Skills: students will • analyze, evaluate, and interpret primary source documents • communicate effectively the results of their analysis in discussion and written argument • use relevant and adequate evidence to draw conclusions Prior Knowledge Required: Students should have studied the Civil War period and the political, social, and economic conditions that preceded the war. They should know the causes of the war and be familiar with the major events of the period. Lesson Format: Each lesson consists of two parts: a teacher page containing an introduction, objectives, URL(s) used in the lesson, teaching strategies, Wrap-Up questions, and an extension activity; and a reproducible student page with a brief introduction which sets the context for the lesson, URL(s) used, and questions to be answered about the source. Assessment: Based on the time available, you may want to select which answers you want to assess in each activity. Most questions require short answers; others will require a response of anywhere from a paragraph to a full page (or longer if preferred). vi Suggested rubrics are included in the Appendix. Additional Sources: The Appendix contains answer keys, primary source documents, an annotated list of Web sites on the Civil War period, rubrics, and supplementary materials available from www.socialstudies.com. vii OVERVIEW: THE CIVIL WAR “…That we here highly resolve that these honored dead shall not have died in vain… that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, for the people, shall not perish from the earth.” —Abraham Lincoln, Gettysburg Address In April 1861, sectional conflict between the North and South exploded into Civil War when Confederate troops fired on Union-held Fort Sumter outside Charleston, South Carolina. While there were no casualties at Fort Sumter, the war that followed became the bloodiest in U.S. history. Over 600,000 Americans from the Union and Confederacy died, and nearly 500,000 were wounded. After the fall of Fort Sumter to the Confederacy, President Abraham Lincoln called for volunteers to quell the rebellion. Hundreds of thousands took up arms. Southerners, wanting to preserve their way of life, did the same. The war divided not only the nation, but divided families as well. Lincoln’s brother-in-law died fighting for the Confederacy, while Confederate General Robert E. Lee’s nephew fought for the Union Navy. Several counties in the Western part of Virginia were anti-slavery; during the war, they seceded from Virginia and were admitted into the Union in 1863 as the state of West Virginia. In addition, several “border states” remained loyal to the Union, even though many of their residents were slaveholders. Both the Union and Confederacy developed military strategies to subdue their foe. The Union’s was dubbed the “Anaconda Plan” because it was designed to strangle the Confederacy similar to how the anaconda snake suffocates its victims in its coils. The Union would blockade Southern ports, split the Confederacy in two along the Mississippi River, and seize the Confederate capital at Richmond, Virginia. The Confederate strategy was mostly defensive, although Confederate leaders, including President Jefferson Davis, encouraged their generals to attack or invade the North if the opportunity arose. While the North had the larger share of industrial, economic, and political resources, the South could rely on their economic resource of “King Cotton,” as well as an abundance of great military leaders, including Robert E. Lee. Although often criticized, Abraham Lincoln proved to be a superior leader to Jefferson Davis, who found himself often unable to carry out policies needed to support the Confederate war effort. Early in the war, Confederate victories were numerous. The opening battle of the war at Bull Run creek (near Manassas, Virginia) was won through the inspirational leadership of General Thomas J. Jackson, who earned the nickname “Stonewall.” In an effort to stem the tide of Southern victories, President Lincoln appointed a series of generals to command the Union army, including General George McClellan. However, McClellan proved to be overcautious and unable to successfully capitalize on the Union’s superior numbers and greater supplies to defeat the Confederates. However, Lincoln finally found a general who would take the battle to the Confederacy: General Ulysses S. viii Grant, who had become known as a tough, brave, and decisive commander in battles such as Shiloh and Fort Donelson and Fort Henry. At Antietam (near Sharpsburg, Maryland) Lee’s forces were defeated in the bloodiest one-day battle in American history. More than 26,000 died in the failed attempt by the South to invade the North. While the battle was not settled decisively in favor of the Union, it gave Lincoln enough of a victory so that he could issue the Emancipation Proclamation from a perceived position of strength, and thus prevent the measure from being seen as an act of desperation. Lincoln had known from the outset of the war that if he made ending slavery one of the Union’s main goals, he might lose crucial support from the border states. The Proclamation was therefore portrayed as simply a war measure designed to unify the North and undermine the South. By signing the Proclamation, Lincoln announced his plan to free slaves, but only in “territories in rebellion,” meaning that only slaves in the Confederacy, and not ones in border states, were free. Later in 1863, the North and the South fought a historic battle at Gettysburg, in south central Pennsylvania. Names such as “Cemetery Ridge,” “Little Round Top,” “Devil’s Den,” and “Pickett’s Charge” became known to millions as the two armies fought in what many view as the decisive battle of the war. When the Confederates retreated, over 40,000 were dead, and the South had suffered a defeat from which it would not recover. During the same few days in July 1863, Union troops captured Vicksburg and gained control of the Mississippi River. A few months after the battle, Lincoln was invited to add “a few appropriate remarks” at a ceremony dedicating the Gettysburg battlefield as a national cemetery. In the words of historian Garry Wills, Lincoln’s Gettysburg Address “remade America.” After Gettysburg, the war turned into one of attrition, with the North wearing down the Confederacy. Grant lost nearly double the men Lee did during the Virginia Wilderness campaign, but unlike the Union the Confederacy didn’t have reserves to replace those lost troops. General William Tecumseh Sherman marched through Georgia, carving a wide path of destruction, burning Atlanta, and finally reaching the sea at Savannah. The Union was able to capture the Confederate capital, Richmond, early in 1865. Finally, in April 1865, Lee surrendered his army to Grant at Appomattox Court House. Terms of the surrender were generous, with Lee’s men being allowed to keep horses, personal possessions, and food, as well as his officers being allowed to keep their sidearms. However, the bloodshed of the Civil War was not yet over. Less than a week after Lee surrendered, John Wilkes Booth, a Southern sympathizer, assassinated President Lincoln as he watched a play in Ford’s Theater in Washington. Millions mourned the fallen Lincoln, who was seen as the “Great Emancipator” because of his work in ending slavery. Without the leadership of Lincoln, others would have to guide the nation through Reconstruction. 1 The Surrender of Fort Sumter Teacher Page Overview: The primary sources for this lesson are written reports from General G.T. Beauregard to Confederate President Jefferson Davis on the Union surrender at Fort Sumter, and various correspondence from Major Robert Anderson, Union commander at Fort Sumter. Beauregard’s report describes the bombardment and fall of Fort Sumter, while Anderson’s account also includes correspondence with Beauregard. Objectives: Students will: • understand an account of the first action of the Civil War • compare two sources from the opposing sides in the conflict • analyze the author’s views and perception of the event • make conclusions about the author’s report Web Sites Used in this Lesson: Send students directly to http://www.socialstudies.com/article.html?article@beauregard_ftsumter, which is the Beauregard account, but does not include further information about the firing on Fort Sumter, why the war began with this event, etc. Students should also go to http://www.socialstudies.com/article.html?article@anderson_ftsumter, which includes Anderson’s account as well as correspondence he made with General Beauregard. A good supplementary source for further information about the surrender of the fort can be found at http://www.awod.com/gallery/probono/cwchas/sumter.html, which includes several links regarding the events of April 1861. Strategies: Introduce the lesson with a brief discussion about the events that led to the firing on Fort Sumter, the geographic location of the fort, and the major persons involved in the event (Beauregard, Major Robert Anderson, Edmund Ruffin). Distribute the handout to students. Students will answer questions based on the Beauregard account. Student answers for questions one through six may be 2-3 sentences. Responses to question 7 can range from a single paragraph to a maximum of one page, depending on time available. Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 2 Wrap-Up: After students have answered questions, have a discussion regarding the historical accuracy of General Beauregard’s account of the fall of Fort Sumter as compared to other historical sources, such as their history textbook, or some of the links in the http://www.awod.com/gallery/probono/cwchas/sumter.html resource. Extension Activity: Have students research Northern accounts of the fall of the fort, and write newspaper stories about the fall of Fort Sumter based on the accounts of Northern and Southern participants. Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 3 The Surrender of Fort Sumter Student Worksheet Introduction: After the secession of several southern states, including South Carolina, Confederate forces began to take over federal installations in their states, especially forts. One of the most important federal forts in the South was Fort Sumter, located in the harbor of Charleston, South Carolina. When Robert Anderson, the commander of the fort, asked newly inaugurated President Lincoln to send supplies to the men stationed at Sumter, Lincoln had a difficult decision to make. If he sent supplies, the Confederates might see it as an act of war and fire on the fort. Ultimately, Lincoln decided to resupply the fort, the Confederates opened fire on Sumter, the federal troops surrendered, and the Civil War began. All Web links for this lesson can be found at: http://www.socialstudies.com/uslinks.html Directions: Reports of the Surrender of Fort Sumter Go to http://www.socialstudies.com/article.html?article@beauregard_ftsumter and http://www.socialstudies.com/article.html?article@anderson_ftsumter Answer the following questions about these sources: 1. Who was the author of the report noted in: http://www.socialstudies.com/article.html?article@beauregard_ftsumter? What qualifications did he have to make this report? To whom was the report being made? 2. Who was the author of the reports in http://www.socialstudies.com/article.html?article@anderson_ftsumter? What qualifications did he have to make this report? To whom was the report being made? 3. According to Major Anderson, what effect did the Confederate guns have on Fort Sumter? Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 4 4. Next, look at the correspondence contained in Anderson’s statement from General Beauregard. What sort of tone does Beauregard use in his various requests for Anderson to surrender the fort? Why do you think he chose to demand Anderson’s surrender in this manner? 5. In Beauregard’s account, he notes, “our guns were served with skill and energy.” What evidence does he give to substantiate that claim? 6. Beauregard notes that he “dispatched an offer of assistance” to Major Anderson during the bombardment. For what reason did he do so? 7. In your opinion, does General Beauregard’s account or Major Anderson’s account represent a more unbiased view of the events which occurred at Fort Sumter? Give reasons for your answer. Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 5 “Billy Yank” and “Johnny Reb”: Ordinary Soldiers in the Civil War Teacher Page Overview: This lesson includes letters written by Confederate and Union soldiers during the Civil War. It will provide students with perspectives on what it was like to be a common footsoldier during the conflict. Objectives: Students will: • understand the impact of the war on ordinary soldiers • note the differences that affected soldiers on the Union side and the Confederate side • make conclusions about the effects of the war on these men Web Sites Used in this Lesson: One source used includes excerpts from the memoirs of Daniel Crotty, who was a member of the Third Michigan Volunteer Infantry. The source is located at http://www.socialstudies.com/article.html?article@crotty_unionsoldier. The other source includes excerpts from the memoirs of Sam Watkins, who was a member of the First Tennessee Infantry. The source is located at http://www.socialstudies.com/article.html?article@watkins_confederatesoldier. The sources were originally a part of the “Life Stories of Civil War Heroes” Web site, located at http://www.geocities.com/1stdragoon/index.html. This site also has several other biographies of Civil War era leaders that may be of use in teaching the period. Strategies: You may wish to open the lesson with a short overview of how soldiers were selected (in Crotty’s and Watkins’s cases, both enlisted), but you may also wish to discuss President Lincoln’s call for volunteers to stop the rebellion, the draft, the bounty system, and so on. Next, you may wish to suggest that troops often find wartime to be extremely boring and difficult, unlike what students might find in their viewing of television programs and movies about soldiers during wartime. Distribute the activity sheets to the class. Explain to the students that they are to read the selected accounts and then answer the related questions. Answers to questions 1 through 5 can be answered in a few sentences or a paragraph. Answers to questions 6 and 7 may take several paragraphs up to a page, depending on the amount of time or detail desired. Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 6 Wrap-Up: After completing the activity sheets, have students write fictitious letters to family members describing conditions in Civil War troop encampments, or describe their involvement in a battle. If desired, you may wish to grade the letters for spelling and grammatical errors as well as for historical information. Extension Activities: 1. Have students create a poster or multimedia presentation about Union and/or Confederate soldiers during the war. Students may wish to include information about uniforms, food, living conditions, and so on. 2. Students can conduct online and print research on letters Union and Confederate soldiers might have sent, then create their own fictitious letters “home” describing a typical day in service or after a major battle. Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 7 “Billy Yank” and “Johnny Reb”: Ordinary Soldiers in the Civil War Student Worksheet Introduction: During the Civil War, “citizen soldiers” from all walks of life fought for the Union and for the Confederacy. For many, going into the military and serving was the first time they had ever been more than a few miles from their homes and farms. Many of these soldiers found military life difficult and monotonous. Disease in the camps was common because of poor sanitation. Soldiers also suffered from bad food, and often they were unable to enjoy comforts that they enjoyed before the war; for example, Northern soldiers found it nearly impossible to get Southern tobacco for their pipes. Because of the Union blockade of southern ports, Confederate soldiers could not find coffee. All Web links for this lesson can be found at: http://www.socialstudies.com/uslinks.html Directions: Life of a Union Soldier: Excerpts from the Civil War Memoirs of Daniel Crotty Go to http://www.socialstudies.com/article.html?article@crotty_unionsoldier Life of a Confederate Soldier: Excerpts from the Civil War Memoirs of Sam Watkins Go to http://www.socialstudies.com/article.html?article@watkins_confederatesoldier Answer the following questions about the two sources: 1. First, read the section of Crotty’s memoirs entitled “The Routine of Camp Life.” In your own words, describe the daily routine that Crotty experienced. 2. Scroll to Crotty’s account of “Winter in Camp.” In your own words, discuss how Crotty writes about how the men dealt with the deaths of fellow soldiers in the camp. 3. Next, read Crotty’s account of “Drawing Rations and Army Cooking.” Describe what a regular meal for Crotty and other men he served with might have included. Describe the methods by which the food would have been prepared. Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 8 4. Next, go to the Watkins account. Read the section called “Impressions After A Battle.” How does Watkins describe a soldier’s life? 5. Read Watkins’s account of “The Field Hospital in Atlanta.” How does he describe the condition of the patients in the hospital? 6. Compare how Crotty and Watkins saw the life and duty of the ordinary soldier compared to that of officers. (Look at Crotty’s account of “The Fate of a Soldier After Battle” and Watkins’s “The Field Hospital in Atlanta.”) In what ways are they similar? In what ways are they different? 7. After looking at segments of Crotty’s memoirs and Watkins’s writings, describe what you believe the average soldier’s life would have been like during the Civil War. Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 9 The Emancipation Proclamation Teacher Page Overview: During the Civil War, President Abraham Lincoln looked for a cause to keep the Northern states focused on winning the conflict. While Lincoln did not totally oppose slavery, he saw the emancipation of slavery as a way to maintain unity in the North as well as to disrupt the South. After the Union victory at Antietam, Lincoln issued the Emancipation Proclamation, noting that he would free slaves held “in territories in rebellion” on January 1, 1863. If the Confederate states would return to the Union, their slaves would remain slaves. Lincoln signed the proclamation on January 1st. Full freedom for slaves did not occur, however, until the ratification of the 13th Amendment in 1863. Objectives: Students will: • read the proclamation and make inferences from it • speculate on Lincoln’s intentions in issuing the proclamation • evaluate the effectiveness of Lincoln’s plan • place the proclamation in the context of the Civil War Web Sites Used in this Lesson: Send students to http://www.socialstudies.com/article.html?article@emancipation_proclamation, which is a transcription of Lincoln’s Proclamation from the National Archives. (The actual proclamation, in Lincoln’s handwriting, is linked to the above page and can also be found at http://www.ourdocuments.gov/doc.php?flash=true&doc=34). Further information about the Emancipation Proclamation can be found at the Library of Congress’s Abraham Lincoln Papers exhibit. The Emancipation Proclamation section is located at http://memory.loc.gov/ammem/alhtml/almintr.html. The Lincoln Papers exhibit is located at http://memory.loc.gov/ammem/alhtml/malhome.html. The Emancipation Proclamation is also available as a reproducible handout in the Appendix. Strategies: Introduce the lesson with a brief discussion about the abolitionist movement and Lincoln’s view on slavery. Next, distribute the handouts to students and review the introduction so that all students understand the impact of the Emancipation Proclamation. Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 10 Students’ answers to questions 1–5 can be answered in a few sentences or a paragraph. Answers to questions 6–9 may take several paragraphs up to a page, depending on the amount of time or detail desired. Wrap-Up: After students have answered questions, have a discussion focused on this issue: Was Lincoln’s reasoning for freeing the slaves humanitarian or politically motivated? Extension Activity: Have students debate the following question: Should the federal government follow Lincoln’s example and involve itself more fully in human and civil rights causes in the United States today? Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 11 The Emancipation Proclamation Student Worksheet Introduction: During the first years of the Civil War, Northern troops fought for one purpose: to save the Union. However, many in the North felt preservation of the Union wasn’t reason enough to continue the bloodshed. President Lincoln found himself searching for a valid cause to keep the North unified in the fight. After the Battle of Antietam in September, 1862, Lincoln announced that he would issue the Emancipation Proclamation on January 1st , 1863. All Web links for this lesson can be found at: http://www.socialstudies.com/uslinks.html Directions: Transcript of the Emancipation Proclamation Go to http://www.socialstudies.com/article.html?article@emancipation_proclamation Answer the following questions: 1. What was the purpose for which Lincoln issued the Emancipation Proclamation? 2. For what reason did Lincoln justify issuing the Proclamation? 3. How did Lincoln hope to maintain the freedom of persons held as slaves? 4. What hopes does Lincoln mention in regard to the conduct of emancipated slaves? 5. What consideration does Lincoln make regarding emancipated slaves and the United States armed forces? Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 12 6. In your view, what purpose or advantage did Lincoln gain by announcing the Proclamation in September of 1862, but not actually signing it until January of 1863? 7. In your view, why did Lincoln only free slaves “in territories in rebellion”? Why didn’t he take the logical next step and free all the slaves? 8. Could Lincoln have taken other steps to provide unity in the North instead of freeing slaves? Explain your answer. 9. Because of the Emancipation Proclamation, Lincoln became forever known as the “Great Emancipator.” In your view, based on what you read from the transcript, does Lincoln deserve that title? Justify your answer. Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 13 The Gettysburg Address Teacher Page Overview: The primary source for this lesson includes two draft versions of the Gettysburg Address, which President Abraham Lincoln gave to his two personal secretaries, John Nicolay and John Hay, after the November, 1863 cemetery dedication ceremony. Students may note (especially after some investigation on the Library of Congress pages cited below) that there are some minor discrepancies in the two versions. Because of this, there has been considerable debate among historians regarding which version of the speech Lincoln actually delivered. In this activity, students will investigate the two versions of the speech and make conclusions regarding them. Objectives: Students will: • view two versions of the Gettysburg Address and make inferences from them • speculate on reasons for discrepancies between the two versions • place the speech in the context of the Civil War • evaluate the effectiveness and impact of the speech Web Sites Used in this Lesson: Send students directly to http://www.loc.gov/exhibits/gadd/gadrft.html, which is the main Library of Congress Web page for the two different drafts of the speech. Background information regarding both versions is included on this page. (If you wish to avoid having students read this information, the translation of the Nicolay version is at http://www.socialstudies.com/article.html?article@lincoln_gettysburgdraft#nicolay, and the translation of the Hay draft is at http://www.socialstudies.com/article.html?article@lincoln_gettysburgdraft#hay.) The URL for the entire Gettysburg Address exhibition on the Library of Congress Web site is http://www.loc.gov/exhibits/gadd/. Students will also need to access the transcription of the Gettysburg Address, which is located at http://www.socialstudies.com/article.html?article@lincoln_gettysburg. This transcription of the Gettysburg Address is also available as reproducible handout in the Appendix. Strategies: Introduce the lesson with a short overview of the Battle of Gettysburg, as well as the reason for Lincoln’s traveling to Gettysburg to participate in the dedication ceremony. (The Library of Congress page regarding the invitation given to Lincoln does a good job of this, and is located at http://www.loc.gov/exhibits/gadd/gainvi.html). Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 14 Distribute the handouts to students and review the introduction. Students’ answers to questions 1–5 can be answered in a few sentences or a paragraph. Answers to questions 6–9 may take several paragraphs up to a page, depending on the amount of time or detail desired. Wrap-Up: After students have answered questions, have a discussion on the impact of the speech and its place in American history based on these issues: 1. Does the speech effectively sum up the Civil War and its importance? 2. What speeches, if any, from 20th-century American history have had an impact similar to that of the Gettysburg Address? Extension Activity: Using the Web pages listed in the lesson (or other online or print resources), have students act as “reporters” covering the ceremonies at Gettysburg. Depending on the depth desired, students can report on other speeches, the battle itself, or give a critical assessment of the Gettysburg Address. Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 15 The Gettysburg Address Student Worksheet Introduction: Gettysburg was one of the most pivotal and bloody battles in American history, as nearly 40,000 soldiers were killed or wounded. Losses for the Southern forces were so staggering that they could not recover, and although the war continued more than a year, after Gettysburg the South had virtually no chance of winning. In November, 1863, plans were made to hold a ceremony dedicating the Gettysburg battlefield as a national cemetery. President Lincoln was invited to come to the ceremony and make a “few appropriate remarks.” Lincoln accepted the invitation, and the short speech he gave became one of the best-known in American history. All Web links for this lesson can be found at: http://www.socialstudies.com/uslinks.html Directions: The Gettysburg Address Drafts Go to http://www.loc.gov/exhibits/gadd/gadrft.html Answer the following questions about the sources: 1. To whom were the two copies of the speech given? What positions (jobs) did both hold? 2. What evidence is given that Nicolay’s version may have been the one Lincoln actually delivered? Why might the draft not be the one Lincoln actually used? 3. According to the Library of Congress Web page, three other copies of the speech were made by Lincoln and given to others. Who received them? 4. In your view, why is it important to have different versions of the same speech? Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 16 The Gettyburg Address Go to http://www.socialstudies.com/article.html?article@lincoln_gettysburg After reading the Gettysburg Address, answer the following questions: 5. How did Lincoln describe the creation of the nation in the speech? What reference in the opening paragraph does Lincoln make regarding the reason the nation was created? 6. What do you think Lincoln meant when he stated that the participants in the ceremony could not “consecrate” this ground? 7. How did Lincoln sum up the importance of the sacrifice of those who died in the battle? 8. Give two examples of phrases from the speech that were intended to unite the nation. 9. Many have said that the Gettysburg Address is one of the greatest speeches in American history. Do you agree? Give reasons to support or reject your position. Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 17 Andersonville Prison Teacher Page Overview: The primary source for this lesson is an excerpt from testimony during the trial of Henry Wirz, commandant of the Confederate Prison at Andersonville, Georgia. Wirz was convicted and hanged as a war criminal, the only Confederate soldier convicted of atrocities during the Civil War. Controversy regarding Wirz’s conviction and execution continues to this day. While Wirz may have been partly to blame, it should also be pointed out that the South lacked food supplies and tent canvas for prisoners, and that the North had halted prisoner exchanges when the South refused to return captured black troops. These factors all contributed to prison overcrowding and the deplorable conditions at Andersonville. Objectives: Students will: • understand the conditions at Andersonville • make conclusions about testimony relating to the prison Web Sites Used in this Lesson: The document for this lesson is a transcript of prosecution testimony by Dr. John C. Bates, in which he describes conditions in the camp. Bates was assistant surgeon at Andersonville; stationed there from September 1864 to March 1865. The transcript and trial information is part of a series of “Famous Trials” analyzed by students at the University of Missouri-Kansas City School of Law. Bates’s testimony can be found at http://www.socialstudies.com/article.html?article@bates_wirztrialtestimony. The entire Wirz trial materials can be found at http://www.law.umkc.edu/faculty/projects/ftrials/wirz/wirz.htm. Strategies: You may want to begin with a discussion of instances where human rights are sometimes violated during wartime, such as the Holocaust, or perhaps the internment of Japanese Americans during World War II, or the treatment of American prisoners-of-war during the Vietnam War. Next, you may want to ask the class if war gives military and political leaders “license” to do things that might be considered inhumane if the outcome is that their nation wins the war or gains in some way. Next, distribute the question sheets and ask the students to answer the questions based on the testimony of Dr. Bates. Questions 1 through 6 can be answered in one to three sentences. Question 7 may take several paragraphs up to a page, depending on the depth of answer desired. Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 18 Wrap-Up: Lead a discussion on whether Wirz was a scapegoat or if he actually deserved to be convicted of war crimes. Extension Activity: Using the materials available from the University of Missouri-Kansas City School of Law, organize a mock trial of Henry Wirz. Roles can be assigned utilizing the testimony in the pages, and other students in the class can act as jury members. Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 19 Andersonville Prison Student Worksheet Introduction: During the Civil War, thousands of Federal and Confederate troops were captured by opposing forces and sent to prisoner of war camps. Conditions in the camps were generally atrocious. Historians estimate that over ten percent of all soldiers taken prisoner eventually died in POW camps. By far, the worst POW camp was the one in Andersonville, Georgia. Over 33,000 men were jammed into a 26-acre area and had no shelter other than scratching holes in the dirt and rigging coverings of blankets and sticks. Twenty-nine percent of the prisoners at Andersonville died. After the war, Henry Wirz, the commander of Andersonville, was charged and tried for war crimes. All Web links for this lesson can be found at: http://www.socialstudies.com/uslinks.html The Trial of Captain Henry Wirz: Dr. John C. Bates’s testimony for the prosecution Go to http://www.socialstudies.com/article.html?article@bates_wirztrialtestimony and answer the following questions. 1. What does this source consist of? Why would this source be a good one for learning about what went on at Andersonville? What are the source’s credentials? 2. How did Dr. Bates describe the “appearance of things” at Andersonville in relation to the condition of the men and their shelters? 3. Dr. Bates notes one case of a boy “of fifteen or sixteen years.” Describe some of the medical problems the boy had, as well as what Dr. Bates did to try to help him. 4. Dr. Bates consistently referred to scurvy as one of the main diseases or complaints of the men. Read through Dr. Bates’s testimony and describe his explanation of the effects of scurvy. Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 20 5. In reading Dr. Bates’s testimony, list three other conditions that seemed to be harmful to the health of the inmates at Andersonville. 6. In your opinion, did Dr. Bates do enough as a medical officer to help the men? Explain your view. 7. By the end of the war, civilian populations in the South were affected by hardships of having too little food, medical care, and so on. If conditions for the Southerners in general were that bad, should Wirz have been blamed for the conditions that affected the enemy prisoners in the Andersonville camp? Write an essay either supporting Wirz’s conviction or rejecting his conviction and execution. Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 21 Surrender at Appomattox Teacher Page Overview: After nearly four years of bloody fighting, the Civil War finally came to an end with Confederate General Robert E. Lee’s surrender to Union General Ulysses S. Grant at Appomattox Court House in Virginia. The two generals met at Wilmer McLean’s home, and after some small talk between the two men, a formal surrender was agreed upon. Terms of the surrender were lenient. Lee’s officers were allowed to keep their sidearms and horses, and a general parole was given to Lee’s men. Objectives: Students will: • analyze an eyewitness account of the Confederate surrender • read and make conclusions about the surrender of the Confederate army • make inferences about the end of the war and whether the Confederates were treated fairly Web Sites Used in this Lesson: The account is located at http://www.socialstudies.com/article.html?article@surrender_appomattox, which is an account of the surrender at Appomattox. Included in the Appomattox account is an exchange of letters between Grant and Lee, as well as an eyewitness account by General Horace Porter, a Union general who kept extensive notes of Grant’s campaigns while he served under the Union commander. Porter was awarded the Medal of Honor and later became U.S. ambassador to France. Other related links: EyewitnesstoHistory.com: Surrender at Appomattox, 1865: http://www.eyewitnesstohistory.com/appomatx.htm The Battle of Appomattox Court House Official Records page: http://www.civilwarhome.com/appomatt.htm U.S. Civil War Appomattox page: http://www.us-civilwar.com/appomattox.htm Strategies: Introduce the lesson with a brief discussion of the last days of the war, and how it became quickly apparent that the Confederacy could not win the war. You may wish to specifically note that while the Confederate cause was hopeless, generally the morale of rebel soldiers remained high. Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 22 Next, distribute the student worksheets and direct the students to access the page with account of surrender at Appomattox. Student answers for each question will vary, but should average three to five sentences per question. Answers to question four and seven may range several paragraphs, depending on the amount of time and the amount of information desired. Wrap-Up: After students have completed the worksheets, have a discussion focused on the following issues: 1. Was it important for the Union to grant such lenient surrender terms to Confederate forces? 2. Should the Confederates have asked for more conditions to their surrender than the ones listed in the exchange between Lee and Grant? 3. Are there other instances where the United States has given more lenient surrender terms to a former enemy? (For example, allowing the Japanese to keep the emperor after World War II, possibly the Berlin Airlift and the Marshall Plan after World War II.) Extension Activity: Using information provided in the Web links, have students hold a mock “Congressional hearing” into the conduct of General Grant regarding the terms of surrender he offered General Lee. Students should determine whether General Grant should be disciplined because of the lenient terms he gave the Confederates. Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 23 Surrender at Appomattox Student Worksheet Introduction: By April, 1865, it was obvious that the Confederacy could not win the Civil War. Richmond, the Confederate capital, had fallen to Union forces, and General U.S. Grant’s troops were fast in pursuit of General Robert E. Lee’s Army of Northern Virginia. Recognizing the hopelessness of his situation, Lee began a correspondence with Grant to arrange surrender terms. Finally, on April 9th, Lee and Grant met at the home of Wilmer McLean in Appomattox Court House, Virginia to discuss the surrender of Lee’s army. All Web links for this lesson can be found at: http://www.socialstudies.com/uslinks.html Directions: Surrender at Appomattox, 1865 Go to http://www.socialstudies.com/article.html?article@surrender_appomattox and look at the materials. Then, answer the following questions: 1. Approximately how many days had elapsed since the fall of Richmond to the surrender? How does the resource describe what each army’s strategy was during the period from the time the Confederate capital fell until Lee and Grant met? Which of the two generals started the correspondence that led to the surrender? 2. How did General Grant attempt to convince General Lee in his dispatch of April 7 that surrender was necessary? How did General Lee respond to Grant’s request? 3. With what terms did Grant respond to Lee’s reply? How did Grant propose to meet Lee to discuss surrender terms? Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 24 After a further exchange of dispatches, Lee agreed to meet Grant on April 9th to discuss surrender terms. Union General Horace Porter described the scene. (Scroll down the page to find Porter’s description.) Answer the following questions based on his account. 4. How did Porter describe the “mood” of the room where Lee and Grant met? How did he describe the physical characteristics of the two generals? 5. What surrender terms did Lee and Grant eventually agree upon? (Note: click the small link which says “Surrender Terms” to read the actual terms) 6. Would you describe these surrender terms as harsh or easy on the Southern troops? How do you think the surrender terms helped or hindered the reconciliation of the two sides? Explain your answer. 7. Take the role of a Northern newspaper editor in April, 1865. Write an editorial giving your view of the surrender (whether you agree with the terms or not), and how you feel the South should be treated after the war. How do you think a Southern editor might have written an editorial about the same event? Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 25 Culminating Activities 1. Divide the class in half and engage in a formal debate about the following statement: “The Civil War was instrumental in forwarding the cause of human rights for blacks and the fair treatment of prisoners of war” To assess this, you may wish to develop a rubric, or copy the rubric located at http://712educators.about.com/cs/rubrics/l/blrubricdebate.htm. If you wish to employ a formal debate structure, the format for that can be found at http://debate.uvm.edu/default.html (the “Debate Central” Web site). 2. Have students create a multimedia presentation or poster presentation regarding some person or aspect of the Civil War. Possible suggestions might include Abraham Lincoln, Jefferson Davis, Robert E. Lee, Ulysses S. Grant, Thomas J. (Stonewall) Jackson, or others. An alternative might be for students to do the same assignment with a battle or event in the war, such as the Gettysburg Address, Emancipation Proclamation, or others. A suggested poster/collage rubric is available in the Appendix. Some suggested resources to use include: The U.S. Civil War Center at http://www.cwc.lsu.edu/. The Civil War Center contains an excellent page of links and information for Civil War study. The American Civil War Homepage, located at http://sunsite.utk.edu/civilwar/warweb.html, also includes varied links, including photographs, links to local Civil War reenactment groups, Civil War roundtable discussions, biographies, and other information. Cyndi’s U.S. Civil War List (http://www.cyndislist.com/cw.htm) is an extremely comprehensive list of various topics related to the war. The American Civil War Web site (different than the American Civil War Homepage listed above) has links to battles, music of the period, as well as other facts and information. It’s located at http://www.us-civilwar.com/. 3. Hold a “talk show” featuring some of the more famous figures from the war. Students can role-play Civil War political leaders, generals, or other people. 4. If possible, you may want to schedule a field trip to a Civil War battlefield or to a Civil War site. Possible sites can be found at Civil War Battlefields Online (http://www.geocities.com/cwbattlefields/). An alternative to this might be to invite an local reenactment group to visit the class and discuss the everyday life of soldiers during the Civil War. Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 26 Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 27 APPENDIX Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 28 Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 29 Answer Key Lesson 1: The Surrender of Fort Sumter 1. General P.G.T Beauregard. He was the commander of the Confederate forces at Charleston, and had ordered the firing on Fort Sumter. Beauregard was making his report to Confederate President Jefferson Davis. 2. Major Robert Anderson. He was the commander of Fort Sumter, and surrendered the fort to Confederate authorities. He was making the report to Simon Cameron, the United States Secretary of War. 3. Anderson reported “Fort Sumter is left in ruins from the effect of the shell and shot from his (General Beauregard's) batteries.” 4. Answers may vary, but some students may note that the tone and manner in which that the two commanders exchanged correspondence was typical of how educated persons wrote letters during the mid-19th century. Other students may note that both Anderson and Beauregard knew that the Confederates and Union soldiers had a common heritage, and that they still knew and respected one another. Advanced students may also note that Anderson and Beauregard had a common respect for one another as commanders, and that is evidenced in their various exchanges. 5. Beauregard notes, “The effect was visible in the impressions made on the walls of Fort Sumter,” adding, “From our mortar batteries shells were thrown with such precision and rapidity that it soon became impossible for the enemy to employ his gun, ‘en barbette’.” 6. The shelling caused the barracks to catch fire, and it was obvious to the Confederates that the “volume of smoke indicated an extensive conflagration.” 7. Answers will vary. Some students may believe Anderson's account may be more unbiased because he included not only his own correspondence, but the correspondence of General Beauregard as well. However, students might also compare the two accounts and find that the recollections are similar and therefore may believe both accounts are unbiased. Lesson 2: Ordinary Soldiers in the Civil War 1. Soldiers are awakened at 5 a.m., answer roll call, then have various drills all day and into the evening (squad drill, company drill, battalion drill, brigade drill, division drill). The account also mentions several duties such as guard and picket duty. Crotty infers also that the routine caused a great deal of sickness among the men. 2. Crotty mentions that the men tried to go to as many funerals as possible; he also mentions that the soldier sympathizes with suffering comrades, and realizes that the “poor soldier dies away from home; no relative is nearby to comfort or sympathize with him in his last hour, but his comrades gather around him and give him the burial of the warrior.” Crotty also describes a typical funeral in the account. 3. Soldiers in Crotty's unit would have dined regularly on many of the following items: sugar, coffee, pork, beef, and “hardtack” (hard bread). Regarding how the food would have been prepared, the soldiers might have fried the pork in a tin “spider” or might have skewered a ramrod through it and cooked it over a campfire. They also would Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 30 4. 5. 6. 7. use the fat from the pork as butter for the hardtack. In addition, soldiers would create what they called “concentrated soup,” which consisted of as many vegetables as they could scrounge, pressed together in a solid mass boiled for about ten hours. Watkins notes that a soldier's life is “not a pleasant one.” He adds that it at best is one of “privations and hardships,” adding that dying on the battlefield is one of the easiest duties a soldier must perform. Watkins notes, “those hollow-eyed and sunken-cheeked sufferers, shot in every conceivable part of the body; some shrieking, and calling upon their mothers; some laughing the hard, cackling laugh of the sufferer without hope, and some cursing like troopers, and some writhing and groaning as their wounds were being bandaged and dressed....” Answers will vary. Both Crotty and Watkins seem to look at the officers as the men who get all the glory without suffering any of the hardships. Crotty also mentions that while some officers are fine men, but they are “an exception to the general rule.” Watkins notes that some men who “did not carry a gun nor killed a Yankee” were considered the heroes of the entire war, while the enlisted men actually deserved the praise. Crotty seems to be more sympathetic to some officers, while Watkins seems to dismiss all the officers as people who received too much praise for too little fighting. Answers will vary, but most students would probably mention something about daily hardships, fear of dying, lack of respect for officers, and so on. Lesson 3: The Emancipation Proclamation 1. Lincoln announced that all slaves held in “territories in rebellion” would be “forever free.” 2. Lincoln mentioned, “by virtue of the power vested in me as Commander-in-Chief, of the Army and Navy of the United States, in time of actual armed rebellion against the authority and government of the United States, and as a fit and necessary war measure for suppressing said rebellion…” 3. He ordered that the Executive government of the United States, including the military and naval authorities thereof, would recognize and maintain the freedom of said persons (emancipated slaves). 4. He asks the emancipated slaves to abstain from all violence, unless in necessary selfdefense, and he recommends to them that in all cases when allowed, they labor faithfully for reasonable wages. 5. Lincoln states, “such persons of suitable condition, will be received into the armed service of the United States to garrison forts, positions, stations, and other places, and to man vessels of all sorts in said service.” 6. Answers will vary. Some students may say that the advantage was that Lincoln could buy time in hopes of getting the Southern states back into the Union before taking a “drastic step” such as freeing the slaves. Others may say Lincoln was stalling in hopes of finding some other way to restore Northern confidence. Still others may believe that Lincoln may originally have been bluffing; that he had no real plan to free slaves. 7. Students will probably note, depending on the amount of classroom discussion on the matter, that several states and counties that remained loyal to the Union still allowed Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 31 for slavery. Lincoln couldn’t risk alienating those areas; they may have possibly seceded from the Union and joined the Confederacy. 8. Some students might say that slavery was such a volatile issue in both North and South, it was obviously something that could have galvanized the North to continue the fight. Others may note that Lincoln could have been more willing to compromise in some manner without going to the extreme of freeing some of the slaves; possibly by providing some sort of amnesty to rebelling Southerners. 9. Some may say he does, because he took the initial step of freeing some of the slaves. Others may say that since he only freed slaves in “territories in rebellion,” he did not actually end slavery, and that it took others, and more bloodshed, to actually end slavery. Lesson 4: The Gettysburg Address 1. John Nicolay and John Hay. Both were Lincoln's private secretaries. 2. Both pages of the draft are creased in the same places, suggesting that these could have been the pages Lincoln took out of his pocket to read at the ceremony. Some scholars believe the draft could not be the one Lincoln used because there are several instances where Lincoln uncharacteristically would have had to depart from the prepared text based on contemporary accounts of what Lincoln may have said at Gettysburg. 3. One copy was made for Edward Everett, who was the main orator at the Gettysburg ceremony. Two other copies were made for historian George Bancroft, and his stepson, Colonel Alexander Bliss. 4. Answers will vary. Some students may note that the different versions might show how Lincoln’s ideas evolved. Others may say that the different versions make it more difficult to actually know what Lincoln believed or wanted to say. 5. By saying “our fathers brought forth on this continent, a new nation.” Lincoln states that the nation was created “dedicated to the proposition that all men are created equal.” 6. Lincoln probably meant that battlefield was “sacred” not through any ceremony, but only through the bloodshed of the Union and Confederate forces who died in the battle. 7. Answers may vary, but most will probably point to excerpts such as “the world can never forget what they did here…” or “that this nation, under God, will have a new birth of freedom—and that government of the people, by the people, and for the people, will not perish from the earth.” 8. Answers may vary, but may include Lincoln's references to the founding of the nation, the proposition that all men are created equal; the idea that government of the people, by the people, and for the people shall not perish. 9. Most will probably agree about the impact of the speech, citing it as one of the greatest speeches in American history. Some may note the importance of Lincoln’s ideas, stated in a very few words. Others may note the references to the Civil War as a continuation of the basic fundamental principles of the Revolution. Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 32 Lesson 5: Andersonville Prison 1. The source is testimony by Dr. John C. Bates, who was assistant surgeon at Andersonville. Dr. Bates had been a physician since 1850, and would probably have had extensive knowledge of medical practice. Also, as a doctor at Andersonville, he would also have been an eyewitness to the conditions there. 2. Dr. Bates notes that he was “not an over-sensitive man”, but was shocked at the appearance of things at Andersonville. He mentions that the men were “lying partially nude, and dying”, and adding they were “lousy” (were infested with lice). Dr. Bates also testified that he saw some of them partially buried in the sand, or propped up upon little boards or in tents that “weren't very serviceable.” Some students may also add Dr. Bates's concern regarding the food rations of the men. 3. Dr. Bates was sympathetic to the boy because of his age, and he would “drop him” a potato or biscuit when he could. Dr. Bates noted that he would give him a raw potato because he had scurvy as well as gangrene. Dr. Bates noted that the boy became “bed-ridden upon the hips and back.” Dr. Bates gave him straw to lie on, but the sores had become gangrenous, and eventually the boy died. He surmised the cause of the boy’s death to be “the lice, the want of bed and bedding, of fuel and food.” 4. Dr. Bates noted “the effect of scurvy upon the systems of the men as it developed itself there was the next thing to rottenness. Their limbs would become drawn up. It would manifest itself constitutionally. It would draw them up. They would go on crutches sideways, or crawl upon their hands and knees or on their haunches and feet as well as they could. Some could not eat unless it was something that needed no mastication. Sometimes they would be furnished beef tea or boiled rice, or such things as that would be given them, but not to the extent which I would like to see. In some cases they could not eat corn bread; their teeth would be loose and their gums all bleeding. I have known cases of that kind. I do not speak of it as a general thing. They would ask me to interest myself and get them something which they could swallow without subjecting them to so much pain in mastication. It seemed to me I did express my professional opinion that men died because they could not eat the rations they got.” 5. Answers will vary, but may include: conditions of amputations, “exhalations or odors,” lack of proper shelter, lack of a varied diet, lack of proper medications, exposure to cold weather with little shelter or warmth. 6. Answers will vary. Dr. Bates’s testimony includes several instances of where he noted the lack of sanitary conditions, tried to give the men food, etc. Therefore, some students may say that he had compassion toward the prisoners. Other students may note that Dr. Bates should have been more forceful as to his feeling that the men were not properly treated, or that they needed better medical care, etc. 7. Answers will vary. Those who would support Wirz’s conviction might say that violations of human rights are unacceptable under any circumstances. (They might equate this with replies of Nazi officers during the Holocaust testifying that they were “just following orders.”) Those who oppose his conviction might note that conditions across the South were bad, and it would have been difficult, if not impossible, for Wirz to get supplies for Federal prisoners of war if southern civilians or Confederate soldiers were unable to get them. Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 33 Lesson 6: Surrender at Appomattox 1. Approximately six days had elapsed since the fall of Richmond until the surrender. The author of the resource notes that during this time, both armies moved further west in an effort to outflank the enemy, or avoid being outflanked. General Grant initiated the correspondence between the two generals. 2. In his dispatch of April 7th, Grant notes that the Confederate position is hopeless, and that he “feels it is his duty to shift from himself the responsibility of any effusion of blood.” Lee responded the same day that he didn't share Grant's opinion regarding the “hopelessness” of the Confederate position, but Lee did ask for what terms Grant proposed for the surrender. 3. Grant noted that, peace being his great desire, the only terms he proposed to the surrender was that the men and officers surrendered would “be disqualified for taking up arms against the Government of the United States until properly exchanged.” Grant proposed to meet Lee, or for his officers to meet Lee's officers, at any place agreeable to the Confederate general to discuss the surrender. 4. Porter noted that Grant was 43 years old, and five foot eight inches tall. He also added that Grant's shoulders were “slightly stooped,” and that his hair and beard were “nut brown, with a trace of gray in both of them.” He observed that Grant had on a singlebreasted blouse, made of dark-blue flannel, unbuttoned in front, and showing a waistcoat underneath. He wore an ordinary pair of top-boots, with his trousers inside, and was without spurs. The boots and portions of his clothes were spattered with mud. He had no sword, and a pair of shoulder-straps was all there was about him to designate his rank. In fact, aside from these, his uniform was that of a private soldier. Porter described Lee as “fully six feet in height, and quite erect for one of his age, for he was Grant's senior by sixteen years. His hair and full beard were silver-gray, and quite thick, except that the hair had become a little thin in the front. He wore a new uniform of Confederate gray, buttoned up to the throat, and at his side he carried a long sword of exceedingly fine workmanship, the hilt studded with jewels. His topboots were comparatively new, and seemed to have on them some ornamental stitching of red silk. Like his uniform, they were singularly clean, and but little travelstained. On the boots were handsome spurs, with large rowels. A felt hat, which in color matched pretty closely that of his uniform, and a pair of long buckskin gauntlets lay beside him on the table.” 5. Rosters of Lee's men were to be made in duplicate with a copy given to one of Grant's officers, and another given to one of Lee's officers. Paroles were to be given to Lee's men and officers on the condition that they promise not to take up arms against the U.S. government again. Weapons were to be turned over to the Union, with the exception of officers' sidearms, which they were allowed to keep, as well as private horses and baggage. Men and officers were allowed to return to their homes and would “not be disturbed” by U.S. forces as long as they honored their paroles. 6. Answers will vary, but most students will probably note that, with the harshness of the four years of the Civil War, the Union forces allowed the Confederates very generous terms. Some may note that this increased a feeling of brotherhood between the former enemies that made it easier for them to “forgive and forget” the fighting. Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 34 7. Answers will vary. Some students may note that they believe the terms of the surrender were fair and just, especially with the feeling that the South needed to be restored to the Union. Other students may note that they believe the South should have been punished for the war (especially if they believe the South caused the war), and therefore might suggest that the main leaders of the war, such as Jefferson Davis, Robert E. Lee, and so on should be punished as traitors. (This might be especially true if students are aware that just a few days after the surrender, President Lincoln was assassinated by a Southern sympathizer.) A Southern editor might have seen the event as more sad (the Confederacy had been defeated), but might also have been thankful that the bloodshed was over and that reconciliation could proceed. However, he might also have had fears in regard to how Reconstruction might occur, or that there might be retribution against the South. He might also have felt fear that the traditional Southern way of life might be gone forever. He might also have taken note of reprisals from the North (especially if he was writing the editorial after the assassination of Lincoln). Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 35 Visual Product: Poster/Collage Rubric Criteria Level 1 - communicates information as isolated pieces in a random fashion Level 2 - communicates important information but not a clear theme or overall structure Presentation of a point of view - limited evidence of a point of view - point of view apparent but unclear at times Evidence of Research - little evidence of research in product - text and/or symbols show some evidence of research Clear expression of ideas Effective use of color, symbols and graphics Effective use of text and/or captions Overall impact and creativity - color and/or symbols and graphics unclear - colors and/or symbols and graphics not clearly supportive of the theme - text minimally - text is clearly displayed and displayed but purpose unclear does not support theme or message - limited effort - visuals and in presentation is texts are clear shown; visuals though their and texts do not connection may match each other not be obvious in quality; to the audience; limited design may innovation and show a hint of appeal to the eye the unusual or innovative Level 3 - clearly communicates main idea, theme or point of view Level 4 - clearly and effectively communicates main idea, theme, or viewpoint to audience - clear point of - provides view support of point of view using rich or persuasive detail - text and - text and symbols show symbols show clear evidence of evidence of research considerable research - colors and/or - the message or symbols and purpose is graphics support obvious to the theme of poster audience through the use of color and symbols - text supports - text or caption the purpose of delivers the the poster message with impact - effort and thoughtful preparation clearly shown with elements of innovation in the caption or in the visual components - the combination of visuals and text make for an eyecatching design with powerful impact Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity. Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 36 Argumentative Paragraph/Essay Rubric Structure-Introduction - states thesis/main idea - introduces main points Level 1 (50-59) - simple opening statement - limited identification of main points Weighting Level 2 (60-69) - thesis stated but unclear - main points unclear SCORE Level 3 (70-79) - thesis is stated but somewhat unclear - main points introduced with moderate clarity Level 4 (80-100) - thesis is precisely stated - main points clearly introduced Structure-Conclusion – summarizes thesis/main idea – summarizes main points Weighting Level 1 (50-59) - abrupt ending; limited summarizing of main points SCORE Level 2 (60-69) - thesis summarized but unclear - main point summarized but unclear Level 3 (70-79) - thesis summarized but somewhat unclear - main points summarized but unclear Level 4 (80-100) - thesis clearly summarized - main points clearly summarized Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 37 Supporting Reasons or Arguments - arguments are related to the main idea logically Weighting Level 1 (50-59) - arguments are unrelated SCORE Level 2 (60-69) - arguments are unclear and not logically related to the main idea Level 3 (70-79) - arguments are usually clear and logically related to the main idea Level 4 (80-100) - arguments are quite clear and logically related to the main idea Evidence and Examples Level 1 (50-59) - relevant supporting evidence - limited support of points, evidence mostly - sufficient quantity of facts irrelevant used - limited or unrelated facts used Weighting SCORE Level 2 (60-69) - some points have been supported, some evidence not relevant - insufficient or missing some facts Level 3 (70-79) - most points have been supported with relevant evidence - sufficient use of facts Level 4 (80-100) - each point has been supported with relevant evidence - substantial facts used Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 38 Mechanics of Writing - correct grammar and spelling used - use of correct citation method Weighting Level 1 (50-59) - grammar and spelling used with limited accuracy and effectiveness - citation method not followed or absent SCORE Level 2 (60-69) - grammar and spelling used with some accuracy and effectiveness - citation method used but with significant errors Level 3 (70-79) - grammar and spelling used with considerable accuracy and effectiveness - minor errors in citation method Level 4 (80-100) - correct grammar and spelling used with accuracy and effectiveness almost all of the time - precise use of citation method Additional Criteria SCORE Weighting Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 39 Debate Rubric Clear articulation of position Level 1 - position is not clearly stated SCORE Level 2 - position is recognized, but only clarified through prompting Level 3 - a clear position is stated Level 4 - a clear position is stated and fully articulated Provides support for position Level 1 - limited support for initial position SCORE Level 2 - support for initial position is present but lacks clarity of presentation Level 3 - support for initial position is clearly presented and reasoned based on evidence Level 4 - supporting arguments for position are both reasoned and persuasively presented Considers other positions Level 1 - limited sensitivity to other positions SCORE Level 2 - other positions acknowledged but not considered Level 3 - other positions acknowledged and considered Level 4 - other positions considered and effectively incorporated or countered Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 40 Effectively critiques positions Level 1 - limited sensitivity to other positions SCORE Level 2 - other positions acknowledged but not considered Level 3 - other positions acknowledged and considered Level 4 - other positions considered and effectively incorporated or countered Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 41 Oral Presentation Rubric Your Name: ______________________ Topic:_____________________________ Criteria Possible Self-Assessment Points Provided depth in coverage of topic. Presentation was well planned and coherent. Presenters were models of thoughtfulness. Personal experience integrated where relevant and appropriate. Explanations and reasons given for conclusions. Teacher Assessment 10 10 10 Communication aids were clear and useful. 10 Bibliographic information for others was complete. 10 Total Possible Points 50 Rate each category according to the following scale: • 9–10 = excellent • 7–8 = very good • 5–6 = good • 3–4 = satisfactory • 1–2 = poor • 0 = unsatisfactory Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 42 Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 43 The Emancipation Proclamation January 1, 1863 A Transcription By the President of the United States of America: A Proclamation. Whereas, on the twenty-second day of September, in the year of our Lord one thousand eight hundred and sixty-two, a proclamation was issued by the President of the United States, containing, among other things, the following, to wit: "That on the first day of January, in the year of our Lord one thousand eight hundred and sixty-three, all persons held as slaves within any State or designated part of a State, the people whereof shall then be in rebellion against the United States, shall be then, thenceforward, and forever free; and the Executive Government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of them, in any efforts they may make for their actual freedom. "That the Executive will, on the first day of January aforesaid, by proclamation, designate the States and parts of States, if any, in which the people thereof, respectively, shall then be in rebellion against the United States; and the fact that any State, or the people thereof, shall on that day be, in good faith, represented in the Congress of the United States by members chosen thereto at elections wherein a majority of the qualified voters of such State shall have participated, shall, in the absence of strong countervailing testimony, be deemed conclusive evidence that such State, and the people thereof, are not then in rebellion against the United States." Now, therefore I, Abraham Lincoln, President of the United States, by virtue of the power in me vested as Commander-in-Chief, of the Army and Navy of the United States in time of actual armed rebellion against the authority and government of the United States, and as a fit and necessary war measure for suppressing said rebellion, do, on this first day of January, in the year of our Lord one thousand eight hundred and sixtythree, and in accordance with my purpose so to do publicly proclaimed for the full period of one hundred days, from the day first above mentioned, order and designate as the States and parts of States wherein the people thereof respectively, are this day in rebellion against the United States, the following, to wit: Arkansas, Texas, Louisiana, (except the Parishes of St. Bernard, Plaquemines, Jefferson, St. John, St. Charles, St. James Ascension, Assumption, Terrebonne, Lafourche, St. Mary, St. Martin, and Orleans, including the City of New Orleans) Mississippi, Alabama, Florida, Georgia, South Carolina, North Carolina, and Virginia, Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 44 (except the forty-eight counties designated as West Virginia, and also the counties of Berkley, Accomac, Northampton, Elizabeth City, York, Princess Ann, and Norfolk, including the cities of Norfolk and Portsmouth), and which excepted parts, are for the present, left precisely as if this proclamation were not issued. And by virtue of the power, and for the purpose aforesaid, I do order and declare that all persons held as slaves within said designated States, and parts of States, are, and henceforward shall be free; and that the Executive government of the United States, including the military and naval authorities thereof, will recognize and maintain the freedom of said persons. And I hereby enjoin upon the people so declared to be free to abstain from all violence, unless in necessary self-defence; and I recommend to them that, in all cases when allowed, they labor faithfully for reasonable wages. And I further declare and make known, that such persons of suitable condition, will be received into the armed service of the United States to garrison forts, positions, stations, and other places, and to man vessels of all sorts in said service. And upon this act, sincerely believed to be an act of justice, warranted by the Constitution, upon military necessity, I invoke the considerate judgment of mankind, and the gracious favor of Almighty God. In witness whereof, I have hereunto set my hand and caused the seal of the United States to be affixed. Done at the City of Washington, this first day of January, in the year of our Lord one thousand eight hundred and sixty three, and of the Independence of the United States of America the eighty-seventh. By the President: ABRAHAM LINCOLN WILLIAM H. SEWARD, Secretary of State. http://www.socialstudies.com/article.html?article@emancipation_proclamation Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 45 Address Delivered at the Cemetery at Gettysburg Fourscore and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But in a larger sense, we cannot dedicate—we cannot consecrate—we cannot hallow—this ground. The brave men, living and dead who struggled here have consecrated it far above our poor power to add or detract. The world will little note nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain, that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, for the people shall not perish from the earth. ABRAHAM LINCOLN November 19, 1863 http://www.socialstudies.com/article.html?article@lincoln_gettysburg Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 46 Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 47 Related Civil War Web Sites The American Civil War Containing a varied number of resources, including a chat room (registration required), links to Civil War “Web rings”, biographies of various leaders, a calendar which students can see what happened on that date in Civil War history, as well as concise capsule views of various battles and various events that occurred during the war years, this Web site is a good starting point for Civil War research. http://www.us-civilwar.com Selected Civil War Photographs This American Memory Web site is a compendium of photographs from the Print and Photography Section of the Library of Congress. Pictures are separated by year, and include works of Mathew Brady and Alexander Gardiner. Photos include sets from several battles, including Gettysburg, Vicksburg, the Wilderness Campaign, as well as sets involving the assassination of President Abraham Lincoln, the “Grand Review” of the Army of the Potomac, and views after the fall of the Confederate capital of Richmond. http://memory.loc.gov/ammem/cwphtml/cwphome.html The American Civil War Homepage Created by Dr. George H. Hoemann of the University of Tennessee, this Civil War site contains several pages of photos, battle information, links to Civil War reenactment Web sites, regimental history, biographies of major persons in the conflict, as well as other information. http://sunsite.utk.edu/civil-war/ Cyndi’s Civil War List This comprehensive Web page has links to many related sites, including battlefields, forts, cemeteries, people and families, prisoner-of-war camps, various mailing lists and listservs, and other resource information. http://www.cyndislist.com/cw.htm The Hargrett Library Rare Map Collection (Civil War) The University of Georgia Hargrett Library Rare Map Collection includes several period maps that teachers and students can use as resources. Battle maps here include Gettysburg, Manassas (Bull Run), Sherman’s March, and others. http://www.libs.uga.edu/darchive/hargrett/maps/civil.html The Valley of the Shadow This University of Virginia project analyzes the Civil War through the eyes of residents of two counties, one Northern, the other Southern (Augusta County, Georgia, and Franklin County, Pennsylvania). The project includes photographs, census information, newspapers, letters, diaries, and other pertinent information that highlights the personal impact of the war. http://jefferson.village.virginia.edu/vshadow2/ Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 48 Civil War Cartoons As an overview of U.S. and foreign editorial cartoons from the period, this Web site created by the American Studies Department of the University of Virginia includes cartoons about the secession movement, emancipation of slaves, and Reconstruction, as well as other topics. http://xroads.virginia.edu/~CAP/SCARTOONS/cartoons.html Civil War Treasures from the New York Historical Society Drawn from the archival collection of the New York Historical Society, this Library of Congress digital collection includes Civil War recruiting posters, stereophonic views, drawings, and writings by soldiers on both sides. http://lcweb2.loc.gov/ammem/ndlpcoop/nhihtml/cwnyhshome.html American Originals from Civil War and Reconstruction Presented by the National Archives and Records Administration, this Web site contains a digital collection of several related documents from the Civil War/Reconstruction era, including the Dred Scott decision, documents regarding John Brown’s raid on Harper’s Ferry, a telegram from President Lincoln to General Grant during the siege of Petersburg, and a parole document for General Robert E. Lee as well as six of his staff officers. http://www.archives.gov/exhibits/american_originals/civilwar.html Women Soldiers in the Civil War This Prologue: Quarterly of the National Archives article about female soldiers in both the Union and Confederate armies during the Civil War tells about women soldiers who hid their gender and enlisted in the army, fought alongside male soldiers and suffered the same hardships. http://www.archives.gov/publications/prologue/1993/spring/women-in-the-civil-war1.html Mr. Lincoln’s Virtual Library This Library of Congress digitized collection of more than 20,000 documents acquired during Lincoln’s presidency includes a collection entitled “We’ll Sing To Abe Our Song” (http://memory.loc.gov/ammem/scsmhtml/scsmhome.html), with sheet music about Lincoln, Emancipation, and the Civil War. http://memory.loc.gov/ammem/alhtml/alhome.html Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 49 Resources on the Civil War available from Social Studies School Service To order, go to http://www.socialstudies.com/mproduct.html and enter the code and quantity of the desired titles or call toll-free 800-421-4246. LINCOLN’S CABINET AND THE SUMTER CRISIS. Based on primary sources, this simulation begins with Lincoln’s inauguration and ends with his decision on Fort Sumter. Working in groups, students role play as the president, General Scott, or one of three cabinet members—Seward, Blair, Welles. After players weigh pros and cons, sample public opinion, and discuss among themselves, they choose one of five options for Lincoln to follow. The booklet has an introductory lecture outline, a day-by-day teaching guide, reproducible action telegrams and communiques, newspaper editorials, historical documents, an options table, and role cards. Grades 7–12. A bibliography and Web sites are included. Players: entire class. Time: 4 class periods. ©2001. ZP149 Simulation $14.95 CIVIL WAR DIARY. Based on Irene Hunt’s award-winning book, Across Five Aprils, this coming-of-age story centers on the effects of the Civil War on everyday life. The Creighton family has moved from Virginia to Illinois, where one son volunteers for the Confederate Army, and the other for the Union. Jethro Creighton, too young to fight alongside his brothers, must serve as head of the household. As letters and newspapers bring news of bloody battles, he and his family are caught in a complex web of emotions, moral issues, divided loyalties, and lost young lives. (A Latitudes reproducible activities packet provides literary and social studies resources about the story and the period.) Grades 4 and up. Color. 82 minutes. MCA125V VHS videocassette $49.95 PFF428 Latitudes reproducible activities $22.95 BER107 Across Five Aprils book 1-4 copies $4.99 each 5 copies and over $4.00 each LINCOLN POSTERS. Two handsome posters present the full texts of Lincoln’s most famous speech and his historic decree. Emancipation Proclamation has a picture of Lincoln seated in the background; Gettysburg Address uses a close-up shot of the Lincoln Memorial in the backdrop. Laminated. 28"h x 20"w. Teacher’s Discovery. TS110 COMPLETE SET: 2 posters $18.00 TS108 EMANCIPATION PROCLAMATION $10.00 TS109 GETTYSBURG ADDRESS $10.00 CIVIL WAR—YOUNG SOLDIERS: Photo Collection. A selection of 12 poster-sized photographs with large-type captions recalls the haunting faces of the Civil War’s child warriors and the conditions under which they fought. A background essay and a timeline put the photos into their wider historical context, and a teacher’s guide supplies activities suitable for grades 6–12. 17" x 22". Jackdaw Publications. ©1999. DJ342 12 posters, guide $28.00 Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com 50 THE CIVIL WAR: A Cartoon History, 1860–1865. Each kit features 12 cartoons (17" x 22") on sturdy poster paper that focus on events for a specific year. Each drawing is reproduced exactly as it appeared in Harper’s Weekly Magazine and Frank Leslie’s Illustrated with the original caption plus a short explanation of what the cartoon depicts. The 27-page guide for each year has five broadsheet essays, lesson plans, and reproducible activities. Grades 7–12. Jackdaw Publications. ©2000. DJ420 COMPLETE SET: 6 cartoon kits, guides $160.00 1860: Harper’s Ferry to Secession. Subjects include John Brown, abolitionists, election of 1860, secessionists. DJ421 12 posters, guide $28.00 1861: Election of Lincoln to the Trent Affair. Subjects include the CSA, Lincoln’s inauguration, Fort Sumter, Battle of Bull Run, Mason and Slidell. DJ422 12 posters, guide $28.00 1862: The Merrimac and Monitor to the Battle of Antietam. Subjects include cotton diplomacy, Anaconda Plan, naval engagements, and military actions. DJ423 12 posters, guide $28.00 1863: Vicksburg Campaign to Gettysburg Campaign. Subjects include Emancipation Proclamation, former slaves in Union Army, Grant as Lincoln’s new broom, Copperheads, Vallandigham matter, Battle of Chattanooga, and draft riots. DJ424 12 posters, guide $28.00 1864: Spotsylvania Campaign to Siege of Atlanta. Subjects include Grant’s siege on Petersburg, contraband recruits, medical treatment for wounded, raider Alabama, Battle of Mobile Bay, and election of 1864. DJ425 12 posters, guide $28.00 1865: Petersburg Campaign to Assassination of Lincoln. Subjects include Sherman’s march through George, military actions, Maximilian, Lincoln at City Point, capture of Jefferson Davis, and war’s end. DJ426 12 posters, guide $28.00 CIVIL WAR: A Simulation of Civilian and Soldier Life During the American Civil War, 1861–1865. Immersing students in a high-interest topic, this simulation offers multiple-subject skill building, scheduling options, and activities for all ability levels. In accordance with characters drawn, students role-play Union or Confederate life in camp or on the homefront as they reenact battles, portray notables, carry dispatches, act as spies, work in hospitals, take pictures, operate telegraphs, and more. Teachers can select one or all of five cycles (1861–1865) and choose from indoor/outdoor activity options to fit available time. Packaged in a three-ring binder, the 200-page guide gives directions for setup, duplication of cards and activity forms, role playing, scorekeeping, and assessment. Players: entire class. Time: 7–32 class periods. Grades 5–11. Interact. INT202 35 student handbooks, teacher’s guide $75.00 Permission granted to reproduce for classroom use only. © 2002 Social Studies School Service. (800) 421-4246 socialstudies.com