Download Lincoln is Elected

The Civil War Begins!
Time: 2 Class periods
AIMS
1. To learn how the Civil War began
2. To describe the leaders of the North and the South
3. To understand the strengths and weaknesses of the North and South
4. To use maps to understand reading material better
5. To use visual aids to understand reading material better
Motivation
Tell students that when the first blow of the Civil War was struck, many people felt that the war
had been inevitable, that it could not have been avoided. Ask, What were some of the longstanding causes of the war? What were some of the immediate causes? Which side seemed to
have more advantages?
Development
Ask students to think about the strengths and weaknesses of each side. Have them identify those
strengths and weaknesses. Use their suggestions to complete the following chart:
NORTH
A. Strengths
1. 22 million Larger population, More food and supplies, More factories and natural resources, More railroads and
better transportation, Bigger navy, working government, Secure banking system and money
SOUTH
A. Strengths
1. 9 million of that 3.5 million were slaves, Southerners would fight a defensive war on their own soil, Southerners
had outdoor skills Northerners did not, Southern military schools, and better military leaders
Ask, which if these strengths and weaknesses do you think would prove to be most important? Why do you think
having brilliant, experienced generals such as Lee, Jackson, and Stuart were important?
I. Strategy
A. North
1. Control Mississippi River
2. Cut Confederate Supply Lines
3. Capture Richmond
4. Blockade Confederate Ports
B. South
1. Make occasional deep invasions of Northern Territory, and hold out until the North
hopefully gave up.
ACTIVITIES
1. Notes on the Strengths and Weaknesses on the North and South, Strategies of the North and the South-Map
Union and Confederate Strategy
2. Union and Confederate Resources-Demographic, Economic, Technological/Educational, Military, Naval,
Transportation, Diplomatic, Political, Geographic, Causalities.
3. Reading on Abraham Lincoln (1861-1865) and The Life of Abraham Lincoln
4. Military Leaders of the Civil War Union Leaders-Ulysses S. Grant (1822-1885), William Tecumseh
Sherman (1820-1891), Philip Henry Sheridan (1831-1888), and George B. McClellan (1826-1885)and
Confederate leaders-Robert E. Lee (1807-1870), Tomas J. “Stonewall” Jackson (1824-1863), James
Longstreet (1821-1904), and J.E.B. (James Ewell Brown) Stuart (1833-1864)
5. The Civil War Begins-Activity-Comparing Strengths and Weaknesses,-Comparing the Union and
Confederacy on population, presidential leadership, railroad mileage, farm acreage, iron and steel,
factories, finances, size of the navy and officers and soldiers, familiarity with land, and Northern Strategy
to win the war. Quiz on the Activity
6. Reading and Pictures of a Union Infantryman and of a Confederate Infantryman
7. Compare and Contrast Union and Confederate Soldier with a concept map in the following categoriesClothing, Headgear, Footwear, Infantry Weapons, Rations, Songs, and Motives, Medical Care, Capture,
and Fraternization
A Long Struggle in the Making
Time: 1 class period
AIMS
1. To describe the first battles of the war
2. To describe the plans of the North and the South to win the war
3. To learn about the North’s attempt to blockade the southern coastline
4. To learn about the Emancipation Proclamation
5. To use maps to understand reading material better
6. To use visual aids to understand reading material better
Motivation
Ask, students why do you think both sides thought they would have an easy victory?
Development
1. Tell students that in this class period they will learn about the early stages of the war
and of the plans the North and South made for victory. Ask, students What was the first
big battle of the war? (Bull Run) What lesson did the North learn from this battle? (That
victory would not be that easy; the North would have to prepare for a long, hard war.)
2. Ask students to describe the plan the North made to win the war. Write the main
points of that plan on the chalkboard as they are identified:
* The North planned to cut the South in half by taking control of the Mississippi
River.
* This could cut southern armies off from their supplies from the western parts
of the Confederacy.
3. Ask, How did the North go about doing this? (They attacked the Confederate forts
along the Mississippi.) What role did Ulysses S. Grant play in this? (He forced the
Confederates to give up Forts Henry and Donaldson on the Tennessee and Cumberland
rivers, and captured Shiloh in southern Tennessee.) What part did David Farragut play?
(He led a naval force that captured New Orleans.) What finally gave the Union control of
the Mississippi? (Grant’s victory at Vicksburg, Mississippi) Why was this victory so
important for the Union? (It cut Texas, Arkansas, and most of Louisiana off from the rest
of the Confederacy.)
4. Tell students that there was another important part of the Union plan. Ask, Students
Why did the Union want to blockade the South’s coastline? (To cut off its trade with
Europe) How did the Confederacy try to break the blockade? (By using the ironclad ship
Merrimac, which was renamed Virginia) How did the Union respond? (With the ironclad
Monitor; it defeated the Merrimac) What were some of the effects of the battle of the
Monitor and Merrimac (Virginia)? (Wooden ships were never really effective in battle
again; the blockade held.)
5. Ask, What was Lee’s plan to win the war? (He hoped to dive north into Union
territory and cut the Northeast off from the Northwest.) What happened at the Battle of
Antietam? (Lee was not defeated, but his march north was stopped, and he retreated back
into Virginia.) Why was this battle so important? (Lincoln’s hopes were strengthened,
and he issued the Emancipation Proclamation.)
6. Ask, What was the Emancipation Proclamation, and what did it accomplish? (It freed
the slaves in all of the Confederate states still fighting against the Union.) Why did
Lincoln not free the slaves in the Border States? (He wanted them to remain loyal to the
Union.) How did the Emancipation Proclamation change the North’s war aims?
(Northern soldiers now felt they were fighting to free the slaves as well as to keep the
Union together.)
ACTIVITIES
1. Timeline of the Civil War, 1860-1865, ,map of Major Battles of the Civil War, 1861-1863
2. Map-Major Battles of the Civil War-Confederate Attack on Fort Sumter, Battle of Bull Run, The War in
the East-1862-1863, The War in the West-1862-1863, Last Years of the War 1864-1865
a. Color, and Label, and answer questions and a quiz (modify the number of problems)
Major Battles and Turning Points of the Civil War
Time: 2 Class Period
AIMS
1. The Importance of the Battle of the First Bull Run
2. The Importance of the Battle of Shiloh
3. The Importance of the Battle of Vicksburg
4. The Importance of the Battle of Antietam
5. The Importance of the Battle of Gettysburg
MOTIVATION- Why were these battles important?
DEVELOPMENT
1. Tell students that in this class period they will learn about the early stages of the war
and of the plans the North and South made for victory. Ask, students What was the first
big battle of the war? (Bull Run) What lesson did the North learn from this battle? (That
victory would not be that easy; the North would have to prepare for a long, hard war.)
2. Ask students to describe the plan the North made to win the war. Write the main
points of that plan on the chalkboard as they are identified:
* The North planned to cut the South in half by taking control of the Mississippi.
* This could cut southern armies off from their supplies from the western parts
of the Confederacy.
3. Ask, How did the North go about doing this? (They attacked the Confederate forts
along the Mississippi.) What role did Ulysses S. Grant play in this? (He forced the
Confederates to give up Forts Henry and Donaldson on the Tennessee and Cumberland
rivers, and captured Shiloh in southern Tennessee.) What part did David Farragut play?
(He led a naval force that captured New Orleans.) What finally gave the Union control of
the Mississippi? (Grant’s victory at Vicksburg, Mississippi) Why was this victory so
important for the Union? (It cut Texas, Arkansas, and most of Louisiana off from the rest
of the Confederacy.)
4. Ask, What was Lee’s plan to win the war? (He hoped to dive north into Union
territory and cut the Northeast off from the Northwest.) What happened at the Battle of
Antietam? (Lee was not defeated, but his march north was stopped, and he retreated back
into Virginia.) Why was this battle so important? (Lincoln’s hopes were strengthened,
and he issued the Emancipation Proclamation.)
5 Tell students that in this class period they will learn how the Union
finally won the war. Ask, What battle is considered the turning point of the war? (The
battle of Gettysburg) Why was this battle so important? (Lee’s march north was stopped;
the South lost a great number of soldiers.) What other crushing blow did the South suffer
in July 1863? (Vicksburg surrendered to Grant, and the South was cut in two.)
ACTIVITIES
1. Turning Points in the Civil War with Concept Map-First Bull Run, Vicksburg, Antietam, Gettysburg.
2. Lincoln quote-About saving the Union
3. The Civil War: Early Battles-First Battle of Bull Run, Second Battle of Bull Run, Antietam, Shiloh,
Vicksburg
4. Play on Vicksburg
5. Play on Getty burg
6. Gettysburg and Vicksburg Battle Map
Lee Meets Grant-The War Ends
Time: 2 Class periods
AIMS
1. To describe the Battle of Gettysburg
2. To learn about the actions of General Sheridan and General Sherman
3. To learn how Grant forced Lee to surrender
4. To describe the results of war
5. To describe how black soldiers fought on the side of the Union Army
6. To use maps to understand reading material better
7. To use an outline to organize information from reading material
1st Class period
Motivation
Read selections describing Civil War battles from Stephen Crane’s The Red Badge of
Courage. Ask, How do the soldiers seem to feel during these battles? What do you think
it would have been like to take part in such battles for almost four years?
Development
1. Tell students that in this class period they will learn how the Union
finally won the war. Ask, What battle is considered the turning point of the war? (The
battle of Gettysburg) Why was this battle so important? (Lee’s march north was stopped;
the South lost a great number of soldiers.) What other crushing blow did the South suffer
in July 1863? (Vicksburg surrendered to Grant, and the South was cut in two.)
2. Ask, What was Grant’s plan for victory? (To keep attacking Lee until the South could
no longer fight) How did the campaigns of Sheridan and Sherman contribute to this?
(Sheridan led an army through the Shenandoah Valley and destroyed rich farmlands that
supplied the South. Sherman captured Atlanta, and then led his army across Georgia to
the sea and cut the “Deep South” off from the rest of the Confederacy.) How did Grant
finally force Lee to surrender? (When Lee retreated from Richmond, Grant surrounded
Lee’s army.) When and where did Lee surrender? (On April 9, 1865, at Appomattox
Courthouse, Virginia)
Summary
Have students complete the following outline of the events leading to the surrender of the
South. Have students add the appropriate information as subheadings.
I.
Lee’s drive north stopped
II.
Sheridan’s campaign
III.
Sherman’s campaign
IV.
Grant pushes Lee south
Have students review the conditions and effects of the war. Then ask them to outline points,
completing the following outline frame with appropriate subheadings:
A. Conditions in the South
B. How the war changed the North
C. How the war turned the United States into a modern nation
ACTIVITIES
1. Timeline of the Civil War, 1860-1865, ,map of Major Battles of the Civil War, 1861-1863 (opened- book)
2. Map-Major Battles of the Civil War-Confederate Attack on Fort Sumter, Battle of Bull Run, The War in
the East-1862-1863, The War in the West-1862-1863, Last Years of the War 1864-1865
b. Color, and Label, and answer questions and a quiz (Modify quiz)
3. End of the Civil War Map Study: Reading, Questions, Coloring, and answering questions
4. Play on Gettysburg
The Emancipation Proclamation
Time 3 class periods
AIMS
1. What was the Emancipation Proclamation and what was it do?
2. What was African-American Participation in the Civil War?
3. Who was Robert Gould Shaw and the Massachusetts 54 th Regiment?
Motivation
What part did African-Americans play in the Civil War?
Development
1. Ask, What was Lee’s plan to win the war? (He hoped to dive north into Union territory and
cut the Northeast off from the Northwest.) What happened at the Battle of Antietam? (Lee
was not defeated, but his march north was stopped, and he retreated back into Virginia.) Why
was this battle so important? (Lincoln’s hopes were strengthened, and he issued the
Emancipation Proclamation.)
2. Ask, What was the Emancipation Proclamation, and what did it accomplish? (It freed the
slaves in all of the Confederate states still fighting against the Union.) Why did Lincoln not
free the slaves in the Border States? (He wanted them to remain loyal to the Union.) How
did the Emancipation Proclamation change the North’s war aims? (Northern soldiers now felt
they were fighting to free the slaves as well as to keep the Union together.)
3. What happened at the Battle of Antietam? (Lee was not defeated, but his march north was
stopped, and he retreated back into Virginia.) Why was this battle so important? (Lincoln’s
hopes were strengthened, and he issued the Emancipation Proclamation.)
4. Have students describe the contributions of black soldiers to the Union effort. List the main
points of these contributions of black soldiers to the Union effort. List the main points of these
contributions on the chalkboard:
* Over 200,000 blacks joined the Union forces.
* Blacks fought nearly in every battle of the war.
* Twenty black soldiers won the Congressional Medal of Honor.
Ask, Why do you think blacks wanted to join the Union cause? Why do you think slaves
fled North after the Emancipation Proclamation?
ACTIVITIES
1. Reading and Questions on the Emancipation Proclamation
2. Reading and Concept Map African-American Participation in the Civil War from 1861-1864
3. Movie and Questions on the movie, Glory- modify question for special education students
4. Questions on Free, Separate, and Unequal and Questions on African-American Participation
Prisons and Women of the Civil War
Time 3 class periods
AIMS
1. What did women do in the Civil War?
2. How were injured soldiers taken care of?
3. What happened at Andersonville prison?
Motivation
Read passages from E. F. Andrew’s “Suffering in Andersonville Prison” Ask, Why do you think
there was so much suffering at Andersonville? What do you think conditions were like for the
Confederate soldiers in Union prisons? For civilians in the South? In the North?
Development
1. Ask, What was the draft? (The way that people were called into service for the army) How did
some people avoid military service in the North? (By paying $300 to the government or by
getting someone to enlist in their place) Why did both sides have to use a draft? (Because fewer
people volunteered for the army as the war went on)
2. Ask, What were the losses during the war? (More than 110,000 Union soldiers and 90,000
Confederate soldiers died on battle; about 400,000 others died of wounds and sickness.)
3. Ask, Who was Phoebe Levy Pember? (A southern woman who ran the South’s largest military
hospital) Who was Dorothea Dix? (A woman who headed the volunteer nurses for the U.S. War
Department) Clara Barton? (A woman who set up a supply system for the hospitals and later
founded the Red Cross)
ACTIVITIES
1. Famous women of the Civil War reading and concept map on Clara Barton, Belle Boyd, Barbara Frietschie,
Rose Greenhow, Julia Ward Howe, Harriet Tubman, and Loreta Velasquez.
2. Gory Days reading and questions (Opened- book test)
3. Reading and questions: Andersonville Prison