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The American Civil
War
By: Kevin Kuntz
Table of Contents
1.
2.
3.
4.
5.
6.
7.
American Heritage & People in Societies
People in Societies
World Interactions
Citizenship Rights and Responsibilities
Democratic Processes
Decision Making and Resources
Science, Technology, and Society
American Heritage & Peoples in Society
Objective:
 To aid in students understanding of events that
led up to the Civil War.
 To help students understand the split between
the country, peoples loyalties to country and
state, as well as individual families.
American Heritage & Peoples in Society
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After going to the website write a
two page paper on what the causes
of the Civil War were and how
they combined to split a nation so
severely that they were engaged in
war for four long years.
Hypothesize what would have
happened if Abraham Lincoln had
not been elected. Would the
election of Stephan Douglas have
still resulted in the Civil War. Write
a two page paper on what would
have happened in the country if
Douglas won the election.
American Heritage & Peoples in Society
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Choose a the Confederacy and one
person pick the Union. Come up with
reasons to support your side and why
you would fight partner and choose up
sides. One person pick in that
respective army. Present to the class
why you choose your allegiance
(doesn’t have to be based on your
personal feelings).
Discuss within a class setting how the
3/5 Compromise created a standard
that slaves existed in some capacity, for
in certain areas and in other aspects
were less than human.
Create a timeline that depicts the
events that led up to the Civil War.
Choose 5 events that you feel had the
greatest impact on the cause of the
Civil War and right a brief paragraph
for each on the timeline describing the
event and its significance.
American Heritage & Peoples in Society
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Causes of the Civil War
Stephen Douglas’s political platform
Brother vs. Brother
3/5 Compromise
Timeline
People in Societies
Objective:
 To help students understand
what the differences between
life in the North compared to
life in South during the mid
19th Century.
 To present an greater
comprehension of what life
was like for a slave and a
soldier during the Civil War.
 To show the complication
behind the decision to back
your state or country.
People in Societies
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Compare what life was like in the North versus life in the South. Choose an aspect
such as economy, daily life, cities and write a two page paper.
Write a one page paper on the struggle that Robert E. Lee had in deciding which army
to lead, the entire Union army or on army of his fellow Virginians against a country
that he loved. Also talk about how you would handle such a decision.
Research what it was like to be a soldier during the Civil War. Choose a Confederate
or Union soldier and discuss what the wore, what weapons they used, what they ate,
where they came from, how old they were, what they did to pass time, etc.
After researching what the life of a slave was like, present to the class what it was like
to be slave. If you like you can discuss the ordeal a native African would go through in
coming to America and suddenly becoming nothing more than an animal to your
master.
Draw your idea of what it might have looked like during the Battle of Fort Sumter in
which people picnicked and watched the battle. They had a very romantic view of war
and include that in your interpretation of the events of the day.
People in Societies
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Everyday life leading up to and during the Civil
War
Robert E. Lee
Life as a soldier
Life as a slave
Battle of Fort Sumter
World Interactions
Objective:
 To aid in students understanding
of what was going on in the world
during the years leading up to and
including the Civil War.
 To grasp the concept that was the
triangle trade of goods between
Africa, the Americas, and Europe.
 To learn what effect that the
American Civil War had on the
Native Americans.
 To better understand who the
generals were that led each side
into battle.
World Interactions
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Create a map that describes the Triangle trade that existed between Africa, the
Americas, and Europe. Explain what was being transported between each of
the three and why it was so beneficial to each group.
Compare and contrast the civil war in the U.S. and that of any other country.
Write a two page paper describing what happened in both countries. What
are some similarities that you believe occur in any civil war and what are some
of the differences that occurred between the two that you are focusing on.
What type of effect did the Civil War have on Native Americans during this
time period. Create a presentation describing what happened to this group of
people during this time period.
Research a General from the South. Teach a lesson to the class on the life
and accomplishments of this person. You can choose any General you like
including Lee, Jackson, etc. The lesson can take any form and must last fifteen
minutes.
Research a General from the North. Teach a lesson to the class on the life
and accomplishments of this person. You can choose any General you like
including Grant, Sherman, etc. The lesson can take any form and must last
fifteen minutes.
World Interactions
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Slave trade
Civil Wars comparisons
Native Americans during the Civil War
Civil War generals Part 1
Civil War generals Part 2
Decision Making & Resources
Objective:
 For the students to understand the economic
reasons that the South had for continuing
slavery.
 To learn about one of the main events that led
to the continuation of slavery.
 To compare the differences between the
economic systems of the North and the South.
Decision Making & Resources
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Why was cotton “king” in the South. What sort
of effect did this crop have on the economy I
the southern United States. Write a one page
paper on “king Cotton”.
Research the creation of the cotton gin. What
effect did this invention by Eli Whitney have on
the civil war. Discuss in a class setting what it
might have been like if he had never invented it
or if the civil war would have even happened.
Decision Making & Resources
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Pick a team of three and debate the
advantage of either the southern or
northern economies. Prepare to
deliver the benefits and be able to
counter any arguments that the
opposing team might have against your
arguments.
Pick either Abraham Lincoln or
Jefferson Davis and debate the
positives and strengths of your choice
in their ability to run and save a
country. Be able to attack your
opponents choice and counter any
arguments that your opponent might
have against your choice.
Was England going to support the
efforts of the South to secede from the
Union? Research and write a one page
paper on the topic. (hint: England
relied heavily on the South for its
cotton).
Decision Making & Resources
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King Cotton
Cotton Gin
Economies of the Civil War
Lincoln v. Davis
England and cotton
Citizenship Rights & Relationships
Objective:
 To examine the rights that slaves had if any
during this time period.
 What were the South’s rights.
 Gain a better understanding of the similarities
and the differences between indentured servants
and slaves.
 Learn about the Underground Railroad.
Citizenship Rights & Relationships
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Right a short paper after researching what rights slaves had. One avenue might be to
explain the rules and laws that were set up that prevented slaves from specific practices
(ex. Learning to read, traveling alone, etc.).
Form groups and teach a class on some of the different codes, forms of
transportation, escape routes, songs, etc. that were used by slaves and those risking
their lives to help them to freedom. Create a lesson plan and utilize different methods
in teaching the class.
Draw a mural pertaining to the different difficulties that a slave had to go through to
work their way North towards freedom along the Underground Railroad.
Compare and contrast the differences from Indentured servants and Slaves. Where
did they come from, what did the do, was it a permanent position, how were they
treated, etc.? Create a chart with at least seven topics of comparison and contrasting.
Form groups and debate whether or not the South had the right to secede from the
Union. Was the North right to force their thoughts and opinions on the South or
should they have let them form their own country because they were so separated on
certain issues.
Citizenship Rights & Relationships
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Slave Rights
Underground Railroad codes part 1
Underground Railroad codes part 2
Mural
Indentured servants and slaves
Succession, legal or not?
Democratic Processes
Objective:
 To follow the Confederate government around
the South as the Confederacy began to fall.
 Understand the meaning of the Emancipation
Proclamation when Lincoln issued it.
 Hypothesize what might have happened if
Lincoln had not been assassinated.
 To grasp the persistence that Abraham Lincoln
showed throughout his political career.
Democratic Processes
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Chart the movement and create a map of
the Confederacy government throughout
the war. For each stop provide a brief
description of their stay there.
Write a one page paper hypothesizing what
you feel might have happened with the
South had Abraham Lincoln not been
assassinated.
Debate with a fellow student the
significance of the Emancipation
Proclamation had at the time of its release.
Create a timeline that shows the political
career of Abraham Lincoln. What were the
elections that he succeeded and in which
elections was he defeated.
What would you have done after the war?
Would you allow the citizens of the
Confederacy to rejoin the Union with full
rights or would you have forced reparations
on them. Take into account that you might
have lost a leg, a brother, a husband, etc.
during the war.
Democratic Processes
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Confederate capitals
Lincoln’s plan
Emancipation Proclamation
Lincoln’s Failures
What would you do?
Science, Technology, and Society
Objectives:
 To understand the technological advances
during the war.
 To better comprehend the difference in culture
between the South and the North.
 To analyze a battle and the decisions made
during it.
Science, Technology, and Society
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Create a presentation on some of the technological advances
that were made during the Civil War (submarines, rifling, etc.)
Choose a partner a compare what culture was like in either the
South or the North. Write a short paper describing what it
would have been like to live during this time period.
Choose a battle and research what historians have determined to
be the deciding factors in the battle. What went wrong and what
went right for each side. What could have been. Create a Power
Point presentation on what you have learned.
Make a model of the historic battle between the Monitor and the
Merrimack.
Develop a commercial that abolitionists would have played
explaining the evils of slavery if TV’s had existed during the 19th
century.
Science, Technology, and Society
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Civil War technology
Everyday life leading up to and during the Civil
War
Battles
Merrimack v. Monitor
Abolitionists