Transcript Thought Questions

Causes
of the
Civil War
Task
Cards
Causes
of the
Civil
War
Task
Cards
Thought Questions:
1. According to the text, what two reasons led to southern
states seceding from the United States?
2. The south broke away from the Union and formed its
own country. Describe in a paragraph the Confederate
States of America. Be sure your paragraph answers the
thought questions: who?, what?, why?, when, where?
Task Card 1
Copyright @D. Stone September 27, 2013 page 4
The Civil War was waged because 11 southern states
seceded (broke away and started their own government)
from the Union and formed the Confederate States of
America. The secession took place primarily because of a
longstanding debate concerning states rights, and more
specifically the issue of slavery. As new territories became
states, opponents of slavery and advocates of slavery often
clashed over whether or not that state should allow slavery.
After violence broke out in Kansas over the issue, and after
Kansas entered the Union as a free state, southerners began
to believe that the new president, Abraham Lincoln would
take away their rights to make local decisions and would
abolish slavery. Henceforth, Virginia, North and South
Carolina, Georgia, Florida, Alabama, Tennessee, Mississippi,
Louisiana, Texas and Arkansas broke away from the Union
and formed the Confederate States of America. Richmond,
Virginia was made its capital and Jefferson Davis was made
president. Kentucky, Maryland, Delaware and Missouri were
divided on the issue and were declared "border states".
Congress, in an effort to preserve the United States, declared
war on the Confederate States of America on April 14, 1861.
. . . That on the first day of January in the year of
our Lord one thousand eight hundred
and sixty-three [1863], all persons held as slaves
within any State or designated part of a
State, the people whereof [who] shall then be in
rebellion against the United States, shall
be then, thenceforward, and forever free; and
the Executive Government of the United
States, including the military and naval authority
thereof, will recognize and maintain the freedom
of such persons, and will do no act or acts to
repress such persons, or any of them, in any
efforts they may make for their actual freedom. .
..
Emancipation Proclamation Source: Library of Congress
Directions: Use the excerpt from the Emancipation
proclamation, to answer the following thought
questions.
Thought Questions:
1. When was this document in effect?
2. Based on this document, the Emancipation
Proclamation was intended to free slaves in which
area?
3. Based on this document, did the Emancipation
Proclamation free all of the slaves living in the
United States or some? Explain your thoughts. Use
text evidence to support your beliefs.
Task Card 2
The following resolutions were adopted at the recent
Convention of the Western New York Anti-Slavery
Society, held in Corinthian Hall:
Resolved [Agreed], . . .That they who teach obedience
to the Fugitive Slave Law, while they admit that the
law is unjust, cruel and disgraceful, prove themselves
destitute of moral principle, if not of moral sense, and
they are to be ranked with the hardened and
obdurate [heartless] creatures who, for a few paltry
dollars, will perform the disgusting office of slavecatcher to the slaveholder. . . .
Resolved, That we regard the Fugitive Slave Law of the
last Congress as a conspiracy against the liberties of
our country, which ought to be resisted at all hazards
of property and life, by all who love God and revere
[honor] the memories of our revolutionary fathers.
Thought Questions:
1. When and why was this document written?
2. Based on this document, how did the writer feel about the
issue of slavery?
3. How does the author feel about people who follow the
law? Use text evidence to support your opinion.
Task Card 3
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This excerpt was first published in the abolitionist newspaper
The North Star on April 3, 1851. It discusses the Fugitive Slave
Law passed by Congress on September 18, 1850.
Source: Deborah Bingham Van Broekhoven, The Devotion of These Women:
Rhode Island in the Antislavery Network, University of Massachusetts Press,
2002 (adapted)
Directions: Examine the poster. In your own words
describe what kind of event was happening. Who
was having this event? What was their point of
view? What were they hoping to accomplish? Use
the words in the word bank provided to describe
what this poster is about.
Word Bank:
abolitionists, slavery, women, against, freedom,
Task Card 4
Task Card 5
Task Card 6
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The Story of Eliza Harris escape from slavery which
was made famous in the book Uncle
Tom’s Cabin.
Historical Context:
Eli Whitney invented the mechanical cotton gin in
1793. Before this invention, removing seeds from
cotton was very time consuming.
Directions: Carefully examine task card 5-6. Use
the information you have learned to answer the
thought questions below.
Thought Questions:
1. Based on these documents, how did the use of the
cotton gin change the way cotton was processed?
2. Compare the value of slaves and the amount of
cotton produced in 1800 and in 1860. What was
the cost of a slave at an auction before the
invention of the cotton gin and after? How much
cotton was grown in 1800? How much cotton was
grown in 1860?
3. Based on these documents, how did the invention
of the cotton gin effect the number of slaves and
the amount of cotton grown in the south?
Task Card 7
Thought Questions:
1. What caused Eliza to run away from her owners?
2. Describe the dangers that Eliza faced on her journey
to freedom?
Task Card 8
To fight a war and to win each side
needs to have certain resources. Historians
acknowledge that some of the resources needed to
fight a war would be soldiers to fight, money to
purchase supplies, food to feed troops, supplies like
weapons, clothes, boots, and methods to transport
soldiers to areas of battle quickly.
Copyright @D. Stone September 27, 2013 page 8
Directions: Carefully examine the graph
provided on task card 9. Create a chart
indicating the strengths and weaknesses of
each side. Be sure to indicate the percentage
below.
Economic
Factors
North
S- strength
W-weakness
South
S- strength
W-weakness
Ex. Population
S-71%
More soldiers
W-29%
Fewer soldiers
Money
Food
Transport
Supplies
Task Card 9
Task Card 10
Economic and Historical Context:
Copyright @D. Stone September 27, 2013 page 9
Primary Source Documents:
Examining Photographs
Look at your photograph carefully and
answer as many of these questions as you
can:
The Setting:
Where was the photograph taken —
indoors, outdoors, in an urban area, or in
the country? During what time of day was
it taken? What time of year? How do you
know?
The People:
Who are the people in the photograph —
men, women, boys, girls? How old are
they? What can you tell about them from
the clothes they are wearing?
The Moment:
What activity or event is shown in the
photograph? What are the people doing?
Are they doing it as a group or
individually? What relationship, if any, do
they seem to have with one another?
Other Clues:
What other details can you see in the
photograph? Are there any tools, vehicles,
animals, buildings, or signs? What do these
tell you about the people, time, or event
shown?
Task Card 11
Task Card 12
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Soon after Abraham Lincoln was elected to
the presidency in November 1860, seven
Southern states seceded from the Union. In
March 1861, after he was inaugurated as the
16th President of the United States, four
more followed.
Directions: Read the words of President
Lincoln.
Thought Questions:
1. Based on the President’s words what was his
goal?
2. How does he feel about slavery? Provide
evidence to support your opinion.
Task Card 13
Task Card 14
Task Card 15
Differences between the North and South
were evident in the beliefs of the people,
economies, and goals. These differences
developed during the first part of the 1800's as
the North and the South developed different
economies. In the North, cities were centers of
wealth and manufacturing. There were many
skilled workers. In the South there was not
much manufacturing. There were not many
skilled workers. Most of the people were
farmers. Money came from plantation crops,
like cotton, rice, sugar cane and tobacco.
Slaves did most of the work on the plantations.
Thought Questions:
1. Based on the documents provided, state
two differences between the North and
South before the Civil War
Task Card 16
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Historical Content:
Historical Context:
Before Lincoln became president, there was
already much sectional tension between the
North and the South, mostly over slavery and
its expansion into the west. While slavery was
illegal in most Northern states, it was still the
basis of the South’s economy. With the
presidential election of 1860, Abraham
Lincoln, a self-taught Illinois lawyer and
legislator, had a reputation as an eloquent
opponent of slavery. His election to president
shocked many when he overcame several
more prominent contenders to win the
presidency.
Task Card 17
Thought Questions:
1. Based on the map, which section of the
country supported the election of
Abraham Lincoln? Which section was
against the election of Abraham Lincoln?
2. Who did many southern states support
for president?
3. Many historians have called President
Lincoln a “sectional president.” Explain
why he was called this.
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Task Card 18
Name ______________
Task Card #
Primary /
Secondary Source
Causes of the Civil War Investigation Record Sheet
Written Response:
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1
Paragraph on separate paper
2
3
4
5-7
Write on separate paper
Task Card #
Primary /
Secondary Source
Written Response:
9-10
Economic Factors
Population
Money
Food
Transport
Supplies
11-12
13
14-16
17-18
North (s=strength w=
weakness)
South (s=strength w=
weakness)
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