Download unit 9: civil war - JamesSpagnoletti

UNIT 9: CIVIL WAR
Lesson #1: Introduction & Strengths and Weaknesses of the Union and Confederacy
Length: 1.5 class periods
Objectives:
 Describe the nationalistic and economic appeals of early Union recruitment
advertisements.
 Compare and contrast the strengths and weaknesses of the Union and Confederacy at the
start of the Civil War.
Materials:
 Handout: preview / reading notes packet
 Handout: Strengths and weaknesses worksheet
 CD—“Bonnie Blue Flag” and “Tenting Tonight”
 Transparencies: Confederate & Union casualty figures, Civil War dead compared to total
deaths in all other U.S. wars, Union recruitment advertisement
 DVD clip: “Patriots and Traitors” from Ken Burns doc.
Lesson / Activities:
1. Preview activity: students are asked to list all the names of people that they know within
3 minutes—make a tally for entire class—divide 623,000 by that number—estimated
number of days it would take the whole class to write the names of all the Civil War dead
2. Show the casualty figures transparencies—focus on the reasons for why more men died
from disease than in battle
3. Students will listen two Civil War era songs and compare their moods and meanings
using the activity worksheet—discuss the morale at the start of the war and then after the
Union draft later in the war
4. Show the image of the recruitment poster and ask students to read it. Have students
write down the ad’s nationalistic, self-improvement, and economic appeal for young men.
5. Read the introduction to chapter 21 together and then discuss the Geography Challenge
map and questions on p. 295.
6. Handout the strengths and weaknesses worksheet. Ask students to read section 21.2
and complete the worksheet. Discuss and create a chart on the board comparing the
North and South at the start of the war.
7. Play the DVD clip—Burns “Patriots and Traitors”—get idea of support for war—
enthusiasm and innocence of the soldier volunteers (7 minutes)
8. US clip (flash drive)—Union and Confederate resources—covers some of 21.2 (start clip
at about resources section--3 minutes)
Lesson #2: First Battle of Bull Run & Women’s Roles in the War
Length: 1 class period
Objectives:
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Explain the main parts of the Union’s “Anaconda Plan.”
Describe the significance of the First Battle of Bull Run including the role that Rose
Greenhowe played. (1. first major battle of the war 2. surprise Confederate victory
3. showed both sides that the war would be far longer and bloodier than first
thought 4. Stonewall Jackson gets his reputation—Rebel Yell 5. soldiers need
training—Lincoln hires George McClellan to be the new commander of the Army of
the Potomac
Discuss the different roles that women, North and South, played in supporting the war
effort.
Materials:
 Class set: Read-aloud play about Mary Chestnut’s diary
 Class set: directions for the spy codes activity
 Handout: spy codes worksheet—1 per pair
 DVD clip: Civil War Journal---covers end of battle and rise of Stonewall Jackson
Lesson & Activities:
1. Select students to act out the play on Mary Chestnut (read together the background
information on her role in the war). Have the class follow along with their copy of
the play. Focus on her role as a woman in the war. (recollect the scripts)
2. Students will write a paragraph discussing the southern viewpoints on the war as
reflected in the play.
3. Handout the directions for reading and activity—21.3 Bull Run
4. Students read up to the “Battle of Bull Run” in textbook. Take notes on Anaconda
Plan. (Blockade, divide, conquer)
5. Spy code activity—handout the worksheet to each pair—class will try to guess where
codes have been hidden
6. Students read the rest of 21.3—discuss the details of Bull Run
7. US clips—war strategies for North and South
8. DVD clip on Bull Run—“Civil War Journal” –discuss importance of S. Jackson
9. Discuss the roles that women will play in this war (pass around the photos of the
female soldier in disguise)---use Clara Barton & Dorothea Dix as lead in to next
lesson—focus on nursing and the sights, sounds, smells of the Civil War hospital
Lesson #3: Civil War Medical Care & Camp Hygiene
Duration: 1 class period
Materials:
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Worksheet: Field hospital activity (**Change last part of the directions to: read the
excerpts from the “Boy’s War” and complete the activity “General’s Orders”)
Worksheet: “Boy’s War” and “General’s War” reading and chart
US clip: field hospitals
Powerpoint—Civil war hospitals and procedures
Objectives:
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Determine the limitations of Civil War era medicine and hygiene
Discuss why Civil War weaponry and medicine were a disastrous mismatch.
Lesson / Activity:
1. Compare the two photographs—Civil War field hospital and modern day operating
room—focus on the need to control infection and stop spread of disease
2. Discuss the role that nurses played in the war (tie in to the reading on Dix / Barton)
3. Group students (2-3) and handout the activity sheet on the field hospital. (***Prepare
the slide show to loop continuously between slides 6-14)
4. As students complete the activity handout the worksheet “Boy’s War.” Groups will
continue to work together on the activity of planning an ordered, sanitary camp.
5. Discuss student plans—look for ideas such as bunking infected men away from
uninfected men, placing the bathrooms far from camps, placing the cooking tents
upstream from the medical tents, water boiling to kill germs
Lesson #4 Battle of Antietam / Technology
Length: 1 class (bell)
Objectives:
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Give examples for why the Civil War is often called the world’s “first modern war.”
Explain the results of the Union’s early war efforts in the western theater.
Discuss the significance of the Battle of Antietam.
Materials:
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Worksheet—new battle technology
Transparency—notes on the Civil War as a modern war
DVD clips—Burn’s ep. 2 “Arts of Death” and parts of ep. 3—Antietam and Vicksburg
US clip: Shiloh
Lesson / Activities:
1. Review of how new weaponry and lack of advances in medicine produced massive
casualties.
2. Students will work in pairs to complete a worksheet on examples of new technology used
for the first time in the Civil War.
3. Burns clip—Arts of Death
4. Students will read and take notes on section 21.4—Shiloh (US clip & notes on board) ,
Antietam, new realities of war
HW: Skills worksheet—Brother against Brother—bias—answer all 4 questions
Lesson # 5: Emancipation Proclamation: Motives and Impact
Duration 1 class period
Materials:
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Worksheet: Eman. Proclamation small group work
Handout: “All the President’s Men”
DVD clips: Antietam (Burns disc 2 / ep. 3: “Antietam” 44:52—48:56, 52:42—59:57,
“Higher Object” up to 1:06)
Objectives:
 Explain Lincoln’s motives for issuing the Emancipation Proclamation.
 Discuss the effects the Emancipation Proclamation had on the war.
Lesson / Activity:
1. Students will watch a Burns’ clip on the outcome of Antietam and the issuing of
the Emanicipation Proclamation—Answer the following questions: 1. Was
Antietam a clear victory for the North? Why or why not? 2. Why did Lincoln
relieve McClellan as Union commander? 3. What practical reasons did Lincoln
have to issue the Emancipation Proclamation?
2. Discussion of the questions with a focus on Lincoln’s motives for issuing the
proclamation.
3. Notes on the board (2 columns—Lincoln’s motives (hurt South’s ability to wage
war, introduce emancipation gradually, gain sympathy of Europe, wait for a
victory so he does not appear desperate) and effects on the war (gave the war a
higher purpose, improved the Union’s foreign reputation, allowed free slaves to
join the Union army, total war waged on South)
4. Handout “All the President’s Men” and review Lincoln’s choices for
commanders
5. Students will begin to work on the Eman. Proc. worksheet.
HW: Complete the Emancipation Proc. worksheet—assign rows different perspectives to take
Lesson #6: Opposition on the Home Front & the Battle of Gettysburg
Length: 2 class periods
Materials:
 US clips: Fredericksburg (Burns disc 3 ep 4: “Northern Lights”) and Chancellorsville
(disc 3 / ep. 4 “Under Shade”—play scene on Stonewall Jackson’s injury—end)
 DVD clip—draft riots (Burns disc 3/ ep. 5: “Top Rail”: start—1st black regiment) &
Gettysburg (Burns disc 3 / ep. 5
 Draft role play---envelopes with the play money inside
 Class set: Battle of Gettysburg read aloud
 HW reading: Gettysburg Address worksheets
 Document packet: letters/diary entries and analysis worksheets
Objectives
 Explain the impact that the battles of Fredericksburg and Chancellorsville had on the
North and South
 Discuss reasons for why Lincoln faced opposition to the war on the home front in 1863
 Describe the Battle of Gettysburg and explain its significance
 Analyze the meaning of the Gettysburg Address
Lesson / Activity:
1. Review the homework on the Emancipation Proclamation—different perspectives
2. Discuss the results and view clips on Fredricksburg and Chancellorsville (either Burns or
the US clips)
3. Read 21.5 with a focus on opposition to the war in the North---draft riots activity and clip
Day 2:
4. Review the opposition to the home front—read excerpt from a letter describing the draft
riots and show Burns clip
5. Gettysburg Address—discuss homework and relevance
 redefined the Civil War as a struggle not merely for the Union, but as "a new birth
of freedom" that would bring true equality to all of its citizens
 create a unified nation in which states' rights were no longer dominant
 defined democracy in terms of government of the people, by the people, for the
people
 defined the American experience in terms of freedom, equality and democracy.
6. Introduction to Gettysburg— notes on the board
7. Act-it-out play
8. Pickett’s Charge—why it failed—watch US clips
9. Review the significance of Gettysburg
HW: Human Face of War—4 letter excerpts and 5 analysis questions
Lesson #7: Human Face of the War—A Civil War Soldier’s Life
**Guest speaker—Matt Minor (re-enactor)
Objective:
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Discuss how the Civil War affected the lives of soldiers and their families
Explain the role that the CT Second Heavy Artillery unit played in the Battle of Cold
Harbor and describe the outcome of the battle
Materials:
 Laptop /projector—DVD clip of Matt Minor’s regiment demonstrating their craft
 Task sheet: Soldier letters/journal entries directions & rubric
Lesson:
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Focused on the role that the CT Second Heavy Artillery regiment played in the Battle of
Cold Harbor (June 1864)
***If Matt Minor speaks again next year---kids should have some background reading first on
Cold Harbor
HW: Due Tuesday---Civil War soldier letter/journal entries
Lesson # 8: Iron Clad Ships & Union Control of the Mississippi River
Length: 1 class period (abbreviated for DC video)
Objectives:
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Discuss the role played by iron clad ships in the war
Explain the significance of the fall of Vicksburg (July 4, 1863)
Describe how problems on the southern home front affected the Confederacy’s ability to
wage war
Materials:
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US clips: Pickett’s Charge and Vicksburg
Overhead—topographical battle map for Gettysburg
Lesson/Activity:
1. Students will review their notes on Pickett’s Charge and watch US clips that focus on
how the geography of the battlefield played a role in why the charge failed—take notes
on the film clips
2. Review the film clips as well as the significance of Gettysburg
3. Students will read section 21.6 and take notes on the 3 objectives for the lesson
4. Class discussion will be used to review the notes and a film clip shown on Vicksburg
Lesson #9: Later Developments in the War: Massachusetts 54th Regiment / Grant’s
Wilderness Campaign / Sherman’s March to the Sea
Length: 1 class period
Objectives:
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Determine how the experience of servicing in the Union army impacted the lives of
African-American men
Describe the bravery shown by Colonel Shaw and the 54th Massachusetts Regiment at the
attack on Fort Wagner
Explain Grant’s strategy for winning the war and describe the Wilderness Campaign
Discuss the presidential election of 1864
Describe the effects of Sherman’s March to the Sea
Materials:
Lesson #10: End of the Civil War
Length: 1 class period
Objectives:
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Discuss the terms of the peace treaty offered to General Lee
Explain the long-term political, economic, and social effects of the Civil War
Materials:
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Handout: directions for background reading and discussing a peace proposal
Class set: Act-it-out play on Lee and Grant
Notes: Effects of the Civil War
US video clips: ending the war
Lesson Plan:
1. Review the notes on board from last class and show US clip (1864—bloodiest year)
2. Handout the directions for the activity—small groups discuss the peace terms that they
think should imposed on the South (review the end of the war first with them—US clip)
3. Class discussion—review their treaty proposals and ask: “Is Lee a traitor?”
4. Act-it-out: “Grant and Lee Meet Again”
5. Discuss the peace terms offered to Lee at Appomattox Court House
6. Notes on transparency—long-terms effects of the war