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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.
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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.
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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?
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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
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“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.
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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
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“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
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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.
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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
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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?
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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
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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
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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
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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?
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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?
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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?
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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.
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APPENDIX
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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
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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
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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.
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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.
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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.
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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).
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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.
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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
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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
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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
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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
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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
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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
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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,
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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
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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
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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/
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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
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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
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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