Download Civil War #1—1861

Topic: Civil War
Group Members:
Rebecca Ruth
Michael Strobbe
Brent Thiessen
Erin Thiessen
[email protected]
[email protected]
[email protected]
[email protected]
Learning Goals:
1. To understand the cultural, economic, geographical, and political differences
between the Union and the Confederacy.
2. To understand that conflict leads to resolution and change.
3. To understand the causes and effects of the Civil War.
4. To be able to analyze chronological relationships and patterns.
Key Terms/Concepts:
Union
secession
Dred Scott
conflict
Confederacy
Harriet Tubman
Ulysses S. Grant
Arsenal Island
abolitionist
Emancipation Proclamation
Robert E. Lee
Annie Wittenmyer
Iowa History Benchmarks:
7b. Iowans helped slaves escape to freedom by working on the Underground
Railroad.
7c. Although no Civil War battles were fought in Iowa, many Iowans were
directly involved in the Civil War.
7e. Some Iowans, known as Copperheads, were actively opposed to the Civil
War.
National History Standards:
13. Understands the causes of the Civil War.
14. Understands the course and character of the Civil War and its effects on the
American people.
15. Understands how various Reconstruction plans succeeded or failed.
Table of Contents
Civil War Activity Guide
3-5
American History Timeline
6-8
Civil War Pre/Post Test
9-10
Civil War Scavenger Hunt
11-12
Photograph Observation/Analysis
13-14
History Mysteries
15-21
History Mystery Answer Key
22
Civil War Resources
23
“When Johnny Comes Marching Home” lyrics
24
Description of the Inquiry Project
25
Civil War Post Assessment Rubric
26
Civil War Inquiry Rubric
27
2
Civil War Activity Guide
Day 1
 Narrative pretest
 Direct instruction: read text chapter 13, lesson 1 (pages 389-393)
Day 2
 Direct instruction: read text chapter 13, lesson 2 (pages 394-399)
 Literature connection: Read aloud to the students--Under the Quilt of Night and
Follow the Drinking Gourd
Day 3
 Direct instruction: read text chapter 13, lesson 3 (pages 400-404) utilizing the
SQP2RS strategy
 Introduce/review primary and secondary sources
 Introduce scavenger hunt activity
Day 4
 Finish scavenger hunt and discuss findings together
 Small group: read text chapter 13, lesson 4 (pages 405-408) utilizing the SQP2RS
strategy
Day 5
 History Mystery #1: Robert E. Lee’s decision to lead the Confederate army.
Students will work in small groups to determine the date of the event and put it in
the proper place on our American History Timeline.
 Immersion—the students will be reading about the Civil War from a variety of
resources chosen by the media specialist. The goal of this activity is to provide
the students with background information to help develop their inquiry questions.
Day 6
 Introduction to Inquiry Project—hand out project contract and go over due dates
and project expectations together. The contract is an explanation of these things
that the parents sign and return.
o Questions due Day 8
o Research due Day 11
o Rough draft due Day 17
o Final draft due Day 19
 Then model examples of good inquiry questions.
o Students brainstorm topics of interest, choose their favorite topic, and then
begin developing inquiry questions in the format provided.
3
Day 7
 Students continue to work on developing inquiry questions and gain teacher
approval before beginning research.
 Go over the rubric for the Inquiry Project with the students and answer any
questions.
 Go over the reference sheet that students will record all of their resources on.
Day 8
 Photograph observation activity—start by introducing questions to use when
analyzing photographs. Then model with a chosen photograph that is not social
studies related. Then model using another photograph, this time from the Civil
War era, asking for student participation, as well.
 Students’ inquiry questions are due today—they should share their questions with
the teacher and continue/begin research.
Day 9
 Photograph observation activity—working in small groups, students analyze
given photograph(s) and then share their findings with the whole class.
 Students continue/begin to work on research.
Day 10
 Students continue to research their inquiry questions. Help students find
information.
Day 11
 Research due today—briefly check each student’s research, making sure they
have enough information to complete their final project.
 Model how to complete a bibliography, using the Writer’s Express book as a
resource.
 Direct instruction: read chapter 14, lesson 1 (pages 415-419).
Day 12
 History Mystery #2: South Carolina’s secession from the Union
 Direct instruction: read chapter 14, lesson 2 (pages 421-424).
 Students complete a song lyric alteration. Provide the students with the lyrics to
“When Johnny Comes Marching Home”, listen to the song, and discuss the
importance of songs during the Civil War. In small groups, students then change
the words to the song while still keeping the general mood and rhythm.
Day 13
 History Mystery #3: African Americans joining the armed forces
 Direct instruction: read chapter 14, lesson 3 (pages 425-431).
 Small groups complete their changes to “When Johnny Comes Marching Home”
and share their new lyrics with the class
4
Day 14
 History Mystery #4: Hunley submarine incident
 Students work on their first draft. They can peer edit with a partner as they finish.
Once they have peer-edited, they can begin working on their final copy.
Day 15
 History Mystery #5: Opening of the Arsenal Island prison camp
 Students will continue to work on writing and editing their first draft. If they have
finished their first draft, they can work on their final copy.
Day 16
 History Mystery #6: Freeing slaves in Washington, D.C.
 Students will continue to finish editing and writing first draft.
Day 17
 History Mystery #7: 13th amendment
 First drafts due—briefly check each student’s paper.
 Students work on their final copy.
Day 18
 Narrative Posttest
 Upon finishing posttest, students can work on final drafts, which are due on day
19.
Day 19
 Final Inquiry Projects due—begin sharing with the whole class.
Day 20
 Finish sharing final Inquiry Projects with the whole class.
5
American History Timeline
Between 14,000 and 45,000 B.C.E.
People crossed the land bridge
(Beringia) that temporarily
connected Asia to North America
1000 A.D.
Leif Eriksson led an expedition that
traveled from Greenland to North
America
1492 A.D.
Christopher Columbus, sailing for
Spain, led an expedition that landed
in the West Indies
1607 A.D.
The Virginia Company of London,
England, founded the colony of
Jamestown, Virginia
1620 A.D.
The Pilgrims fled England to seek
religious freedom and landed at
Plymouth, Massachusetts
December 1773 A.D.
The Boston Tea Party took place,
which was an uprising by the
colonists against taxes imposed by
the British
April 1775 A.D.
The first shots of the Revolutionary
War were fired at Lexington and
Concord
July 1776 A.D.
56 colonial leaders signed the
Declaration of Independence
The United States Constitution was
ratified
1788 A.D.
6
1804 A.D.
Meriwether Lewis and William Clark
left on an expedition from St. Louis
to explore the Louisiana Territory,
which was purchased in 1803
1812 A.D.
The War of 1812, between the
British and the United States, was
fought because the U.S. was upset
that the British were helping the
Native Americans
December 1846 A.D.
Iowa entered the Union as the 29th
state
January 1848 A.D.
Gold was found in California, which
led to the Gold Rush of 1849
April 1861 A.D.
The Civil War began with the South
firing on Fort Sumter
January 1863 A.D.
Abraham Lincoln signed the
Emancipation Proclamation, which
was intended to end slavery
April 1865 A.D.
The Civil War ended because
General Robert E. Lee surrendered
in Appomattox Courthouse, Virginia
1914 A.D.
World War I began with the
assassination of Archduke
Ferdinand of Austria-Hungary
April 1917 A.D.
The United States entered World
War I because Germany would not
respect their neutrality
November 1918 A.D.
World War I ended when Germany
surrendered and stopped fighting
7
October 1929 A.D.
The New York Stock Exchange
prices crashed, leading to the Great
Depression
September 1939 A.D.
World War II began when Germany
invaded Poland
December 1941 A.D.
The United States entered World
War II after the Japanese bombed
Pearl Harbor
June 1944 A.D.
Allies invaded the shores of France
in what became known as D-Day
August 1945 A.D.
The United States dropped two
atomic bombs on Japan, leading to
the end of the war on the Pacific
Front
1950-1953 A.D.
The Korean War was fought
between North Korea and South
Korea, with the United States
supporting South Korea and their
quest for democracy
1962-1973 A.D.
The United States was involved in
the Vietnam conflict, supporting
South Vietnam
1991 A.D.
The First Persian Gulf War, also
known as Operation Desert Storm,
was fought
September 11, 2001 A.D.
The worst-ever attack on United
States soil took place, with
hijacked planes crashing into the
World Trade Center in New York
City, the Pentagon in Washington,
D.C., and a field in Pennsylvania
8
Civil War Pre/Post Test
Use the following words to create a narrative of the Civil War time period.
Remember that history is the story of what has happened in the past. Use as many words as
you can. Be sure to explain the important details and connect all of the words or events.
Underline the words in your writing as you use them.
Union
Harriet Tubman
conflict
Confederacy
Dred Scott
Arsenal Island
abolitionist
Ulysses S. Grant
secession
Robert E. Lee
Annie Wittenmyer
Emancipation Proclamation
9
10
Name: _______________
Civil War Scavenger Hunt
Using your textbook, the listed Internet resources, or any other materials you find in
the media center, answer the following questions. You must answer at least three questions
utilizing a book. Please list your resource on the line following your answer. Next to each
resource, indicate whether it is a primary or a secondary source.
1. What is the largest city in the Confederacy?
______________________________________________________
______________________________________________________
2. What state was created during the Civil War because it did not wish to secede from the
Union? When was it admitted to the Union?
______________________________________________________
______________________________________________________
3. What happened July 1, 1863?
______________________________________________________
______________________________________________________
4. Late in the war, which Confederate General approached within 5 miles of Washington,
D.C., but was driven back to Virginia?
______________________________________________________
______________________________________________________
5. What Union commander, in December of 1863, was able to fend off Confederate
assaults on Knoxville?
______________________________________________________
______________________________________________________
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6. What month and year did the first Southern state secede from the Union?
______________________________________________________
______________________________________________________
7. Who was elected vice-president when Abraham Lincoln was re-elected?
______________________________________________________
______________________________________________________
8. Why was the capture of the Mississippi River an important priority for President
Lincoln?
______________________________________________________
______________________________________________________
9. What state was the site of the most Civil War battles?
______________________________________________________
______________________________________________________
10. Where did the U.S.S. Monitor and the C.S.S. Virginia first battle?
______________________________________________________
______________________________________________________
Suggested sites you may use include:
www.civilwar.com
www.askjeeves.com
www.pbs.org/civilwar/classrooom/annotated_list.html
12
Name: _______________
Photograph Observation/Analysis
Use the following questions to help you analyze the given photograph.
1. Why was the photograph taken?
________________________________________________________
________________________________________________________
2. When was it taken?
________________________________________________________
________________________________________________________
3. Where was it taken?
________________________________________________________
________________________________________________________
4. Of whom or of what was it taken?
________________________________________________________
________________________________________________________
5. Are the first four questions useful in dealing with this particular photograph?
________________________________________________________
________________________________________________________
6. Where can we look for information about the photograph and lay out a research plan?
________________________________________________________
________________________________________________________
7. Why did this photograph survive?
________________________________________________________
________________________________________________________
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8. Is the photograph a legitimate historical document?
________________________________________________________
________________________________________________________
9. Does the photograph accurately reflect anything about a way of life during some
identifiable historical period?
________________________________________________________
________________________________________________________
10. What uses might have been made of this photograph during its initial existence?
________________________________________________________
________________________________________________________
Taken from: Horton, Loren N. "A Picture Versus a Thousand Words," Network News Exchange, Spring 1983, pp. 15-17.
14
Civil War History Mystery #1
On April 19, XXXX, Robert E. Lee was torn
between two choices. President Lincoln had asked him
to lead the Union army. However, at the same time, he
learned that his home state of Virginia was seceding
from the Union. Lee loved his country, but he also
loved his home state. His family lived in Virginia—
could he bear to fight against his own blood?!?
15
Civil War History Mystery #2
On December 20, XXXX, only days after Abraham
Lincoln won the presidential election, South Carolina’s
leaders spoke out. They were displeased with Lincoln’s
views and announced that they felt that the United States
was dissolving. With this statement, South Carolina
became the first state to secede from the Union.
16
Civil War History Mystery #3
On January 1, XXXX, African American men were
officially allowed to join the United States army for the first
time. Although they were able to serve, they received lower
wages and poorer quality equipment than their fellow
servicemen. Throughout the Civil War, more than 38,000
African American soldiers died fighting for their beliefs.
17
Civil War History Mystery #4
In February of XXXX, the eight-man crew of the
Confederate Hunley submarine attached a torpedo to the
U.S.S. Housatonic, a Union warship, with the intent to blow
it up. Upon the Hunley’s return to shore, it sank, never to
be found again until 1995. The Hunley was raised in 2000
in order to be studied. It was the first submarine to ever
sink an enemy vessel. It was constructed to take down the
blockade of Southern ports. Most of the eight-man crew
were actually not Confederate sailors.
18
Civil War History Mystery #5
On December 3, XXXX, 468 Confederate prisoners
arrived by train to a newly established prison camp on
Arsenal Island. The prisoners were captured at the Battle
of Lookout Mountain in Tennessee and arrived in Rock
Island for one of the worst winters on record. The prison
camp was not completely finished, but continued to receive
more and more prisoners. The camp had a total of 12,000
prisoners during the Civil War. Nineteen percent of the
prisoners died each year. Most of these deaths were due to
illnesses, such as small pox, and not war-related injuries.
Today forty-nine members of the 108th Regiment U.S.
Colored Troops, who served as Union prison guards, are
buried on Arsenal Island.
19
Civil War History Mystery #6
On April 16, XXXX, slaves in the District of Columbia
were officially freed. President Lincoln signed legislation to
free over 3,000 slaves who were bound under the District of
Columbia’s slave codes. As part of this legislation, slave
owners were given money for each of their freed slaves.
Slave trading had been banned in the District since 1850;
however, slavery remained. Slave codes in the District of
Columbia were considered to be much more relaxed than
the rest of the South.
20
Civil War History Mystery #7
On January 31, XXXX, Congress approved the 13th
amendment to the Constitution of the United States. This
amendment finally put an end to the slavery in both the
North and the South. Illinois was the first state to ratify
this amendment on February 1—the very next day.
Mississippi, on the other hand, never ratified the
amendment. However, since only 2/3 approval was needed
for the amendment to become law, the ratification was
complete on December 6 of the same year.
21
Civil War History Mystery Answer Key
Civil War #1—1861
Civil War #2—1860
Civil War #3—1863
Civil War #4—1864
Civil War #5—1863
Civil War #6—1862
Civil War #7—1865
22
Civil War Resources
Chapter Books
Dear Austin: Letters from the Underground Railroad by Elvira Woodruff
Across Five Aprils by Irene Hunt
The Ghost Wore Gray by Bruce Coville
Stealing South: A Story of the Underground Railroad by Katherine Ayres
A House Divided: The Lives of Ulysses S. Grant and Robert E. Lee by Jules
Archer
Evvy’s Civil War by Miriam Brenaman
Who Comes with Cannons by Patricia Beatty
Picture Books
Under the Quilt of Night by Deborah Hopkinson
Follow the Drinking Gourd by Jeanette Winter
Allen Jay and the Underground Railroad by Marlene Targ Brill
Reference Books
If You Lived at the Time of the Civil War by Kay Moore
If You Traveled on the Underground Railroad by Ellen Levine
If You Lived When There Was Slavery in America by Anne Kamma
Johhny Reb: The Confederate Soldier in the Civil War by Alan Archambault
Billy Yank: The Union Soldier in the Civil War by Alan Archamabault
For Home and Country: A Civil War Scrapbook by Norman Bolotin and
Angela Herb
The Civil War: An Illustrated History by Catherine Clinton
Eyewitness: Civil War by John Stanchack
Encyclopedia of the United States at War by June A. English and Thomas D.
Jones
Don’t Know Much About American History by Kenneth C. Davis
The Story of Us by
The Scholastic Encyclopedia of the Civil War by
America’s Story by Harcourt Brace (textbook)
23
When Johnny Comes Marching Home
When Johnny comes marching home
again,
Hurrah! Hurrah!
We'll give him a hearty welcome then
Hurrah! Hurrah!
The men will cheer and the boys will
shout
The ladies they will all turn out
And we'll all feel gay,
When Johnny comes marching home.
The old church bell will peal with joy
Hurrah! Hurrah!
To welcome home our darling boy
Hurrah! Hurrah!
The village lads and lassies say
With roses they will strew the way,
And we'll all feel gay
When Johnny comes marching home.
Get ready for the Jubilee,
Hurrah! Hurrah!
We'll give the hero three times three,
Hurrah! Hurrah!
The laurel wreath is ready now
To place upon his loyal brow
And we'll all feel gay
When Johnny comes marching home.
24
Description of the Inquiry Project
Students are required to develop three interrelated questions dealing with
the Civil War. Questions are written in an inquiry format, such as, “What were
the similarities and differences between Union and Confederate soldiers?”
This format allows for students to research the answer(s) to their questions.
Students are required to have each of their questions approved by the
teacher before beginning research. As students research, they complete a
research grid. For each question, a minimum of three resources is needed to
gather information. Students must use their social studies textbook as one of
their resources.
This research is then used to create a first draft inquiry report. Teachers
approve the student’s research before they can begin to write their paper. Once
the first draft is complete, students are allowed to edit with parents, teachers,
and/or peers.
The students’ research culminates in a final typed paper. The paper must
consist of a minimum of eight paragraphs, including two paragraphs for each
question, an introduction, and a conclusion. The final product must also
contain a cover/title page and a bibliography. Students orally share their
reports with the rest of the class.
25
CIVIL WAR POST ASSESSMENT
NAME: ______
DATE: ______
5
Paragraph
Structure
Content
Connections
4
3
2
At least 3 paragraphs
and uses correct
indentation
At least 3
2 paragraphs and 2 paragraphs and
paragraphs and
uses correct
does not use correc
does not use
indentation
indentation
correct indentation
0-2 punctuation or
capitalization mistakes
3-4 punctuation or 5-6 punctuation or 7-8 punctuation or
capitalization
capitalization
capitalization
mistakes
mistakes
mistakes
All 12 terms used
correctly
10-11 terms used 8-9 terms used
6-7 terms used
correctly
correctly
correctly
Half of the terms
All terms are connected
are connected in
in order to retell the story
order to retell the
of the Civil War
story of the Civil
War
26
CIVIL WAR INQUIRY
NAME: ______
DATE: ______
5
4
0-1 punctuation mistakes
2 punctuation
mistakes
3 punctuation
mistakes
0-1 spelling or
capitalization mistakes
2-3 spelling or
capitalization
mistakes
4-5 spelling or
capitalization
mistakes
Grammar
Cover and
Bibliography
3
2
4 punctuation
mistakes
Report includes a cover
and bibliography
Clearly answered the
inquiry questions chosen
One inquiry
question is not
clearly answered
Two inquiry
questions are not
clearly answered
A clear introduction,
1 or the required
conclusion, and six topic paragraphs is
paragraphs are included unclear
2 of the required
paragraphs are
unclear
3 of the required
paragraphs are
unclear
Research
Responsibility
All deadlines met
One deadline
missed
27
Two deadlines
missed