Transcript Joyce Kremer, Cindi Hupke, and Brittani

Resource Unit: Exploration of
the Civil War
8th grade
Group members: Joyce
Kremer, Cindi Hupke, and
Brittani Hampton, Becky
Westrick
Table Of Contents
Introduction………………………………Pg. 3
Summary………………………………….Pg. 4
Content: Concepts………….……….Pg. 5
Content: Vocabulary……………….Pg. 6
Objectives………………………………..Pg. 7-8
Activities……………………………………Pg. 9-15
Evaluation…………………………………Pg. 16-17
Instructional Resources……………Pg. 18
Teacher References………………….Pg.19
Student References…………………..Pg. 20-21
Media References………………………Pg. 22-25
Introduction
• We live in a society that declares that we are all
entitled to our own personal freedoms. Today
because of the actions from brave individuals during
the Civil War we are all created equally. The Civil
War defines two sides that have strong beliefs in the
way they think their states should be governed.
The lines were drawn between the Northern and
Southern regions of the United States. Economics,
social beliefs, culture, and politics each played an
important role in the divisions of these two areas.
The Civil War started with the battle of Fort Sumter
in 1861, but the lines were drawn years before the
first battle began. The war was fought from 18611865.
Summary of Subject Matter
• This resource unit will cover the Civil
War in great detail. As the viewer
clicks through the following slides, they
will find numerous vocabulary terms,
key concepts, lesson ideas, and
teacher and student resources that will
align with Ohio’s eighth grade social
studies standards and will prove to be
incredibly beneficial to your social
studies classroom.
Content: Concepts
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Factory vs. Plantation
Emancipation Proclamation
Economic hardships
Slavery
Underground Railroad
Cultures of North and South
Battles
Political parties’ influence
Influence and importance of West in Civil
War battles
Content: Vocabulary
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Battles: Bull Run, Shiloh, Gettysburg, Vicksburg, Antietam.
Slavery
Contrabands
Habeas corpus
Abolitionists
Influential People: Harriet Tubman, Fredreick Douglass, Abraham
Lincoln, Thomas “Stonewall” Jackson, Robert E. Lee, George B.
McClellan, Clara Barton, Ullyses S. Grant
Broadsides
54th Massachusetts Infantry
Copperheads
Appomattox Courthouse
Ironclad
Cotton Gin
Border States
Homestead Act
Objectives
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Given a timeline the students will be able to identify when
each event occurs. (Cognitive)
Students will be able to list economic, and social reasons
why the division occurred between the North and South.
(Cognitive)
Students will be able to define the differences between the
North and South. (Cognitive)
Given a map, Students will be able to locate Northern,
Southern, and Border States. (Cognitive)
Students will research and present on an influential figure
during the Civil War period. (Cognitive)
Students will be able to enjoy debating the issues on slavery
in the South after having been introduced and familiarized
with the issues. (Affective)
Students will really enjoy studying about the Underground
Railroad because of its significance in the area they actually
live in. (Affective)
Objectives Continued..
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After studying the Civil War students will
have a better appreciation for the current
equality among U.S. citizens. (Affective)
After analyzing the location of key battles,
students will be able to know the
geographic location. (Cognitive)
Given a document students will be able to
analyze and interpret the meaning behind
the document. (Cognitive)
Day One:
Introduction: The teacher will introduce the Civil War as the first
modern war. We will discuss important dates and events that
occur during the Civil War.
Development (Goal): The students will understand when
important events occurred and the effects they had on society.
Culminating Activity: Developing a timeline
-Students will be given a blank time-line and a worksheet
that has important dates and events that took place in the
South and North. Students will break down into pairs and
begin to make two time lines, one with important dates from
the North and the other with important dates
from
the South. Underneath their timeline, students will make
connections on what led to the Civil War. Students will look at
the industry in the North and what the industry was in the
South.
Day Two:
Introduction: The teacher will introduce the
economic factors that played major roles in
the North and South.
Development (Goal): The students will realize
the hardships that each side faced and
compare and contrast the issues.
Culminating Activity: Southern Economy study
and journal entry
• Students will explore conditions of the Southern economy
that encouraged slavery, and discuss why the agriculture
during that period encouraged the institution. Also, try to
ignite a comparison between the Mexican immigration
issues to the slavery issues during this time period. Ask
the students what they think of the current immigration
issue and what similarities they find between that and
slavery in the 19th century.
Day Three:
Introduction: Teacher will introduce the major differences in
population and military strategies between the North and the
South.
Development (Goal): Students will realize the differences that the
North and South had that served as advantages/disadvantages
pertaining to military strategy.
Culminating Activity: War Game
• Split the students in your class into two groups, the North and the South.
You then have the North compete against the South. One at a time, they
draw a card from the deck on the desk, but there are three Northern
soldiers up at any time for each Southern soldier. This demonstrates the
tremendous population advantage the North had on the South to start the
Civil War. Whichever side has the largest card wins the round, and the loser
must sit down. If the South loses, he must sit down and a new Southern
soldier come up to try, but if the North does, they still have two more tries.
This will motivate your students to explore more of
advantages/disadvantages of the two sides and how these affected the
outcome of the war. This game shows that the South took a huge dent in
their population as a result of the war.
Day Four:
Introduction: The teacher will introduce the
idea of border states and that they were
undecided at the start of the Civil War.
Development (Goal): Students will be able to
recognize and point out the Northern,
Southern, and border states on a given map.
Culminating Activity: Map Activity
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Students will be given a blank map of the
United States at the time of the Civil War.
They must first label the states using correct
spellings, and then color them according to
whether they were Northern, Southern, or
border states.
Day Five:
Introduction: The teacher will discuss Abraham Lincoln
and what impact he had on the events involving the
Civil War.
Development (Goal): Students will be able to not only
appreciate what Abraham Lincoln did for the United
States, but also be aware of what other influential
people that contributed.
Culminating Activity: Influential People
• Students will research an influential person, examples:
Frederick Douglas, Harriet Tubman, Ulysses S. Grant, Clara
Barton, Robert E. Lee, and so forth. They will find
information on their individual by using textbooks,
websites, and autobiographies. They will then put
together a presentation that highlights their person’s life
and what they did to fight the cause of slavery. Students
have the choice of writing a paper, creating a poster, a
play, or creating a portfolio.
Day Six:
Introduction: Teacher will introduce the general
grievances African-Americans and abolitionists had
with the institution of slavery.
Development (Goal): Students will be able to take a
stance from a given perspective on the negative
effects of slavery.
Culminating Activity: Journal on Underground Railroad
and Slavery Issues
– Knowing the struggles of slaves trying to escape the
students will create a journal of the problems they are
facing on their flight to Canada. Students will reflect on
how they are feeling and how they know they are going
north by using the information we learned in class on the
north star, drinking gorge, and by listening to other
folksongs.
Day Seven
Introduction: Teacher will introduce the Underground Railroad
and explain that hundreds of slaves traveled this to obtain
their freedom.
Development (Goal): Students will be able to understand the
many routes that slaves took to the North.
Culminating Activity: Underground Railroad Map
• Students will break into small groups. Students will study the
different routes of the underground railroad and then plot
them on a map created on poster board marking each of the
three routes, major safe areas. Students will then individually
write an accompanying report explaining the significance of the
routes, the people and places along the way, and where
freedom was found to be had.
Evaluation: Sample Test
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Multiple Choice:
1.
What was considered the first battle of the Civil War?
a. Fort Sumter
b. Battle of Bull Run
c. Battle of Vicksburg
d. Battle of Antietam
2. Who was known as “Moses” on the Underground Railroad?
a. Dr. Ron Helms
b. Frederick Douglas
c. Harriet Tubman
d. Clara Barton
3. Which one of the following states was not a border state?
a. Maryland
b. Missouri
c. Kentucky
d. Illinois
4. This group sympathized with the South and opposed abolition.
a. Silver Spurs
b. Abolitionists
c. Copperheads
d. Ironclads
5. This infantry was responsible for the capture of Fort Wagner in South Carolina.
a. 52nd Virginia Infantry
b.32nd South Carolina Infantry
c. 54th Massachusetts Infantry
d. 16th Connecticut Infantry
Evaluation: Sample Test (continued)
• Two Short Answer Questions:
• 1. Explain why the Emancipation Proclamation did
not actually free any slaves in the South.
• 2. Pretend you are either from the North or the
South. Take a stance as either pro-Union or
secessionist and write two or three sentences
that support that view.
• Two Other Objective Questions:
• 1. List three Union generals that were key to the
success of preserving the Union.
• Answers: McArthur, Grant, Sherman, etc.
• 2. Define Broadsides:
• Answer: They are advertisements during Civil War times
to inform citizens about meetings, slave auctions, and
other important events.
Teacher Resources
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Teacher References:
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Civil War Preservation Trust
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Very Informative! This website offers a wealth of information about historical figures whoe were a very big part
of the Civil War.
www.civilwar.org/historyclassroom/hc_glossary.htm
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Aboard the Underground Railroad: http://
• This site is a wonderfully useful tool for history teachers teaching a geography
lesson about the different routes slaves took on the Underground Railroad. A
user clicks on a state, and it brings him to a detailed list of all the known houses
that were involved in the Railroad in that state. One downfall of the site is that it
seems to be lacking a few key areas that are well-known for having assisted the
slaves, such as Springboro, Ohio. Nevertheless, this is a terrific resource!
http://www.cr.nps.gov/nr/travel/underground/routes.htm
Articles of Confederation and the United States Constitution:
• This is a great website for ideas and lesson plans. This site has great activities
for all of the content standards!
http://www.thirteen.org/edonline/ntti/resources/lessons/h_oldnew/b.html
Teacher Cyber guide:
• This website has the activity to my vocabulary builder and other helpful lesson
plans on the Underground Railroad. This website is a must if you are doing the
Civil War. http://www.sdcoe.k12.ca.us/score/nettie/nettietg.html
Student References
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Civil War Battles by State: http://americancivilwar.com/statepic/
• If you are looking for a concise, organized listing and description of all the Civil War
battles, here is the perfect site. It breaks the battles up into states, and after clicking
on the desired battle, it will tell you such information as the location, commanders,
dates, winner, as well as a short description of the battle. Overall, a very useful tool!
Baseball Almanac: http://www.baseball-almanac.com/articles/aubrecht2004b.shtml
• This may seem a bit of a stretch to fit on the economics related list of sites; however, I
feel that this awesome article about Union and Confederate soldiers needs to fit in
somewhere. IT shows the students who read this that these soldiers were definitely
human, facing gruesome conditions, economic hardships, and were away from their
families who were struggling to support themselves while the men were gone.
Baseball was a cheap uniting factor during these difficult times!
Ayres, Katherine. North by Night: A Story of the Underground Railroad, Delacorte.
• Freedom & independence, courage, loneliness, and making choices are themes that are
related through journal entries and letters of the main character, Lucinda Spencer.
Students will learn what life was like during the Civil War for those helping escaped
slaves.
Crane, Stephen. Red Badge of Courage, Permabound, 1956.
• Students will learn about the courage that one young Union soldier had to learn during
the war..
English, June A. and Thomas D. Jones. Scholastic Encyclopedia of the United States at War,
Scholastic, 1998.
• This encyclopedia provides a broad picture of the United States' role, including
biographies of the notable figures and quiet heroes, discussions of the mood of the
country, timelines, maps, descriptions of weapons, eyewitness accounts, and more.
Hunt, Irene. Across Five Aprils, Berkley Publishing Company, 1962
• This story helps students to understand what things were like for those who did not
fight in the war. Students see the complexity of small decisions.
Student References Continued:
• Women During the Civil War29
• Diary entries galore! This website gives great insight to what
responsibilities women felt they had during the Civil War.
Responsibility to family, community, and most importantly the country.
• The Road to Freedom: Using the WWW to Teach About Slavery:
• This site has background information on slavery and the events that
took place before the Civil War. http://www.educationworld.com/a_lesson/lesson101.shtml
• Lincoln: A Photo biography – Russell Freedman, Houghton, 1987.
• Students can learn about one of the most influential men of the Civil
War.
• Hurmence, Belinda. Slavery Time: When I was Chillun, Putnam Publishing
Group, 1998.
• Over 2000 stories from former slaves. This book includes twelve of
those recollections and focuses on the lives of children under slavery.
Instructional Resources Continued
• Media References:
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The Road to Freedom: Using the WWW to Teach About Slavery:
• Http://www.education-world.com/lesson/lesson101
This site has background information on slavery and the events that took place before the Civil
War. 101.shtml
Ayres, Katherine. North by Night: A Story of the Underground Railroad, Delacorte. (Paperback)
• Freedom & independence, courage, loneliness, and making choices are themes that are
related through journal entries and letters of the main character, Lucinda Spencer. Students
will learn what life was like during the Civil War for those helping escaped slaves.
Battles of the Civil war (Poster)
• This map is rich with detail, showing battle sites, with numerous call-outs describing specific
battles as well as dates and battle routes.
American Civil War: Gettysburg for Windows (Computer Software)
• Gettysburg brings this legendary and epic battle to life on your PC. Lead the Confederate army
as they fight their way into the heart of the northern aggressor or take command of the Union
forces as they hold fast against the rebel invaders.
Glory (Videocassette)
• Directed by Edward Zwick, TriStar, 1989; This Academy-Award winning film tells the story of
the 54th Regiment of the Massachusetts Volunteer Infantry, the first unit of African American
soldiers to fight for the Union cause.
Springboro Underground Railroad (Field Trip)
• Students will take a field trip to get a personal view of the journey escaping slaves took on
the Underground Railroad. They will visit different places in Springboro that played a part in
the Civil War
Media References Continued
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Remembering the Civil War (CD-ROM)
• This historic set takes you through the contentious era from 1861-1865, with over 7,000
related high resolution photographs, posters, maps, propaganda envelopes, drawings and
sketches, autographed portraits, books, audio, and more
Civil War Songs, Keith and Rusty McNeil (Audiocassette)
• With over 60 songs from the Civil War times, students can learn by listening to the sounds of
the time.
C’R’E’A’T’E for Mississippi (Interactive Website)
• This interactive website allows students to manipulate multiple variables that affected the
course of the Civil War.
Http://www.create.cett.msstate.edu/create/classroom
The Valley of the Shadow (Digital Map)
• Among other useful information, it has a “maps and images” link that you can click on which
will bring you to a digital map that highlights major Virginian landmarks that were key before,
during and after the Civil War.
Plantation Life (Interactive Website)
• This is a website that teaches students about slave life and the hardships that the slaves faced
day to day. It includes multiple activities and articles that students can read.
http://www.learnnc.org/lessons/johnschaefer962004245
Civil War Photographs (Online Photographs) www.712educators.about.com/blcwphmenu.htm
• This website not only has great photographs but many other resources pertaining to the Civil
War. A variety of links are available so that travel back to this period is at your fingertips.
www.712educators.about.com/blcwphmenu.htm
Media References Continued
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Generals in Blue: Lives of the Union Commanders (Manuscripts)
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Ezra Warner, Louisiana State University Press, 1964
“Safe Passage: The Underground Railroad in Southwestern Ohio.” (Multimedia Unit)
• This is an incredibly extensive program with CD-Rom, VHS cassettes, novels, and instructional
materials that a teacher can practically pick up and implement directly into their classroom. It’s
even more awesome because it deals with the area in which we actually live!
“Twelve Roads to Gettysburg.” Queue. (CD-Rom)
• This program depicts the details of one of the most significant battles in U.S. history by using a
variety of techniques from animation to actual music from the period.
“Civil War: America’s Epic Struggle.” Multieducator, Inc. (CD-Rom)
• This program is amazing. It has any information you could possibly want about the Civil War. From
battles to generals to causes and effects, it is listed and explained in an inviting manner.
“Abraham Lincoln.” Nest Entertainment, Inc. Animated Hero Classics serioes. (VHS tape)
• This video highlights the major accomplishments of this amazing and influential Civil War era hero.
Not only that, but the information is presented in a fun cartoon that will make learning from the
video more enjoyable and engaging.
Media References (Continued)
• “Harriet Tubman.” Nest Entertainment, Inc. Animated Hero Classics
series. (VHS tape)
• This video highlights the major accomplishments of this amazing
and influential Civil War era hero. Not only that, but the
information is presented in a fun cartoon that will make learning
from the video more enjoyable and engaging.
• “Just a Few Words, Mr. Lincoln: The Story of the Gettysburg Address.”
By Jean Fritz (VHS tape)
• This is a great educational video that showcases the famous
speech that Lincoln gave at Gettysburg. This will teach the
students that Lincoln was a humanitarian that truly cared about
the soldiers that had lost their lives in the Civil War on both sides.
• The Civil War by Alan Shepard (Readers Theatre)
• For students who learn better by acting things out this website is
a huge benefit. It is a readers theatre script that students can
choose to act out or take notes from to write their own.
THE END!