APUSH Unit 6

APUSH Unit 6

Civil War & Reconstruction

Day 1

Civil War IntroductionMilitary through Antietam

APUSH Opening 12/10

• Get out a sheet of paper and title it “Unit 6 Opening/Closing.” Put your name in the corner.

• Each day you will start and end the class writing on this sheet.

• Write the date and do this:– List the causes of the Civil War that you

remember from unit 5.

APUSH Focus 12/10

• Unit essential question: Did the Civil War and Reconstruction go far enough to solve the nation’s problems?

• Daily learning target: I can analyze people, ideas, and events to report on the beginning of the Civil War.

Day 1: Start of the Civil War

Lincoln’s Election & Secession

• What conclusions can we make about the map on the previous slide?

• Lincoln=Republican. Republican=antislavery.• Secession started by S. Carolina – formed

Confederate States of America (Pres. Jefferson Davis, Gen. Robert E. Lee)

• Border states: Delaware, Maryland, Kentucky, Missouri – crucial to Union success

Advantages for Each Side

UNION (U.S.A.)• Population (22mil-9mil)• Factories (110thou-18thou)• Value of goods produced

($1.5bil-$155mil)• Railroads (70% of tracks)• Textiles (17:1 ratio)• Firearms (32:1 ratio)• Iron production (20:1 ratio)

CONFEDERACY (C.S.A.)• Larger territory – difficult to

conquer• Military leadership – maj. of

West Point grads in South, incl. R.E. Lee (loyalty to VA rather than US)

• Passion – fighting for idea of freedom, willing to die (Union split over holding together over state rights)

Military History: The Big Battles

• Fort Sumter South Carolina 4/12/61 (opening)• Anaconda Plan Union strategy ‘62 (blockade)• First Bull Run Virginia 7/21/61 (no easy war)• Forts Henry & Donelson TN 2/62 (Grant west)• New Orleans LA 4/62 (USA got port/state)• Shiloh TN 4/62 (Grant west)• Seven Days & Second Bull Run VA 7-8/62 (Lee)• Antietam MD 9/17/62 (CSA advance, USA defense,

mostly a draw in the end – bloodiest day in U.S. history)

Military History: Conclusions

• USA more early success in West than East

• Lincoln had bad generals – eventually moved Grant east as head of army

• CSA early defensive victories – tried to advance north to end war – held off

Sunken Road at Antietam (casualties)

Find matching card, put on timeline.Pick up a book and worksheet.

Document Analysis: Stephens

1. Individually read p. 269 and answer the prompts for Author, Place and Time, Prior Knowledge, and Audience. (5 minutes)

2. With the person next to you discuss your answers and make any additions/corrections. (5 minutes)

3. Individually read p. 270-273 and answer the prompts for The Main Idea and Reason. (10 minutes)

4. As a class let’s discuss the reading and answer Significance. On the back of your worksheet, write a 1-paragraph reflection answering this question: What does this document tell us about secession? (5 min)

Share with different color shirt.Turn in wkst, pick up newspaper sheet.

Civil War Newspaper Project

• Youngest person in group is editor, next youngest is editor next class, etc.

• Editor: you are responsible if your page isn’t finished on time. Keep journalists on task and on time, organize articles into neat 1-page document.

• Journalists: Each write 1-paragraph article about event/person/idea tied to topic. When finished, submit to editor and either help them organize or help another journalist meet deadline.

Civil War Newspaper Groups (1st)

A) Jose, Ashley, Colton, AndreaB) Luis, Kimberly, Mark, ZoeC) Avery, Madi, Eric, MalaysiaD) Michelle, Andrew, Alex, SteveE) Julie, Mike, Brittany, Patrick, SabsF) Ben T, Artorria, Aaron, JessicaG) Tommy, Nemri, Logan, TaylorH) Olivia J, Billie, Rachel, HarisI) Osman, Kaitlyn, Ben M, Olivia H, Nate

Civil War Newspaper (3rd)

A) Edson, Sarah, Jeff, DomB) Sadie, Abdulkadir, Kara, VahidinC) Nick C, Selina, Jeremiah, SweD) Jackie, Rayvon, Rhaniesha, AustinE) Jason, Elma, Larry, Kat, PaolaF) Bryan, Molly, Nermin, KarmenG) Nick O, Savannah, DeAndre, Merima, JasmineH) Bethany, Edis, Geraldine, Leo

Page Assignments 12/10

A) Northern correspondentsB) Southern correspondentsC) African American lifeD) National politicsE) State and local politicsF) Military and technologyG) Business and economicsH) Opinions and editorialsI) People profiles

APUSH Closing 12/10

• Take out your opening/closing sheet from the start of class.

• Skip a line after the opening.• Write the date and provide the following:– 3 facts you learned today– 2 important battles in the first half of the Civil War– 1 opinion you have about what you learned or

what you did today

Day 2

Civil War for BlacksMilitary through

Gettysburg/Vicksburg

APUSH Opening 12/12

• Get out the sheet you started last time for opening/closing activities.

• Skip a line after the last entry.• Write the date and do this:– Write a paragraph explaining who you think had

more advantages in the Civil War, and whether you think that helped them win. Cite specific examples from last class and/or readings.

APUSH Focus 12/12

• Essential Question: Did the Civil War and Reconstruction go far enough to solve the nation’s problems?

• Learning target: I can analyze various perspectives on emancipation to develop a conclusion about the role of the Civil War in African American history.

Day 2: Blacks in the Civil War Era

Lincoln’s Slavery Evolution: Quotes• “I believe this government cannot endure permanently half-slave and half-

free.” (1858)• “I have always hated slavery, as much as any abolitionist.” (1858)• “I have no purpose, directly or indirectly, to interfere with the institution of

slavery in the States where it exists. I believe I have no lawful right to do so, and I have no inclination to do so.” (1861)

• “My paramount object in this struggle is to save the Union, and is not either to save or to destroy slavery.” (1862)

• “Without slavery the rebellion could never have existed; without slavery it could not continue.” (1862)

• “I do order and declare that all persons held as slaves within [the states in rebellion] are, and henceforth shall be free.” (1863)

• “At the last session of Congress a proposed amendment of the Constitution abolishing slavery throughout the United States, passed the Senate, but failed for lack of the requisite two-thirds vote in the House of Representatives… I venture to recommend the reconsideration and passage of the measure at the present session.” (1864)

Lincoln’s Slavery Evolution: Actions

• Save U.S., not end slavery• Colonization in Caribbean• Refused general’s

emancipation order MO• Compensated

emancipation (border)• Emancipation

Proclamation (rebellion)• 13th Amendment

(everywhere)

Political cartoon – Lincoln freeing slaves

Civil War for African Americans• Contraband camps: slaves

confiscated as “contraband of war” – military property

• 1862 freed slaves with masters in CSA army, abolished slavery in territories

• 1863 (after E.P.) USA began recruiting black soldiers

• 1864 finally got equal pay• Brave service convinced

Republicans to work for equal protection under law

MA 54th Colored Regiment storming FortWagner (“Glory”)

Military History: Turning the Tide

• July 1-4, 1863: 2 battles were turning points:– Gettysburg, PA in East: USA won, drove CSA back

South, bloodiest battle in history of N. America– Vicksburg, MS in West: USA won, took control of

Mississippi River, made Grant top general in USA• Gettysburg Address– Lincoln’s famous speech, tied war to slavery (“new

birth of freedom”), set place in history


Document Workshop

• Discussion: How did the Emancipation Proclamation shift the Civil War to a focus on slavery? Why did Lincoln do it? How do you think people reacted to it?

• If you have a GREEN worksheet, use p. 279-280. If you have a YELLOW worksheet, use p. 277-279. You have 10 minutes.

• Find a person with a different color worksheet, share your responses, and discuss the opposing views. You have 10 minutes.

Document Workshop

Parking Lot!

• Return your book, turn in your worksheet, and pick up a sticky note.

• On your sticky note, choose one of the following and write a sentence/question:– A question you have about the material– A concern you have about the class– Something new you have learned

• You have 2 minutes – GO!

Turn in book and wkst, get sticky note.Write a question or something you learned, put in parking lot.


A) People profilesB) Northern correspondentsC) Southern correspondentsD) African American lifeE) National politicsF) State and local politicsG) Military and technologyH) Business and economicsI) Opinions and editorials

APUSH Closing 12/12

• On your opening/closing sheet, write the date and provide the following:– 3 facts you learned today– 2 different views on the war and slavery– 1 opinion about the material or activities

Day 3

Civil War PoliticsMilitary through End of the War

APUSH Opening 12/14

• On your opening/closing sheet, skip a line, write the date and do the following:– Write a paragraph or draw a picture explaining

what the Civil War was like for African Americans.

APUSH Focus 12/14


• Learning target: I can synthesize multiple primary artifacts to determine the meaning of liberty in the Civil War era.

Day 3: Civil War Politics

The Politics of War• Habeas corpus – when arrested, must be charged & brought

before judge – Lincoln suspended• Women – northern white women began working in

government (mostly as clerks)• Slavery – Lincoln pushed for 13th Amendment (abolishing

slavery) – sometimes dirty• Federalism – power of federal government increased over

states• Conscription – “the draft” – angered many, led to NYC riots

(Irish immigrants angry at wealthy and blacks for starting war, Union troops put down)

Life in the Confederacy• Not everyone supported

independence - conscription problems like USA

• Economic crisis, social change, internal disagreements

• Constant fear of slave rebellions

• Government became centralized – went against states’ rights – had to survive

CSA PresidentJefferson Davis

CSA Vice PresidentAlexander Stephens

Military History: End of the War• Grant put in charge of USA

army, fought war of attrition:– Virginia: heavy casualties, but

kept going– Cold Harbor & Spotsylvania: 2 of

last battles, huge USA losses– Sherman’s march to sea: William

T. Sherman took Atlanta, then led troops through south to destroy southern plantations, demoralize CSA

– 1865 Appomattox Court House: Lee surrendered to Grant to end war

General Ulysses S. Grant

Legacy of the Civil War• Power shifted from

southern plantation owners to northern capitalists

• Increased national government power

• Defending black freedom became national issue

• Focus changed from small producers to major industrial powers


What is Liberty? – Read/Discuss

1. Discuss meanings of liberty.2. Read and interpret Lincoln on liberty.3. Discuss briefly.4. Analyze visual and audio artifacts to

determine various ideas of liberty.

1. What does “liberty” mean to you?2. Partner – similar/different?

1st paragraph, p. 287 – summarize.2nd paragraph, p. 287-8 – explain.

Number off by 6, start at that station. 5 minutes per station, then answer final questions.

Share with different color hair.Turn in worksheets and books.


A) Opinions and editorialsB) People profilesC) Northern correspondentsD) Southern correspondentsE) African American lifeF) National politicsG) State and local politicsH) Military and technologyI) Business and economics

APUSH Closing 12/14

• On your opening/closing sheet, write the date and provide the following:– 3 facts you learned today– 2 important Civil War battles– 1 opinion about what you learned or did today

Day 4

Reconstruction I

APUSH Opening 12/18

• On your opening/closing sheet, write the date and make a prediction about what you think will happen to each of the following groups after the Civil War:– African Americans– Southerners– Congress

APUSH Focus 12/18


• Learning target: I can analyze primary documents to draw conclusions about Reconstruction for African Americans and southerners.

Day 4: Reconstruction for African Americans & Southerners

Blacks after the Civil War• Discussion: What can you

conclude about Reconstruction from the previous picture?

• Frederick Douglass: abolition as beginning

• Free blacks tested freedom:– Black churches– Black education (Howard)– Moving around, finding

family– Acting with pride

The Freedmen’s Bureau• Supported freed blacks in south – education,

health care• Republican government program – how would

southerners view this?

White Reactions & Black ResponsesSOUTHERN REACTIONS TO RECONSTRUCTION

• Many planters forced to do physical labor for 1st time

• Crop-lien system, sharecropping (“economic slavery”)

• Black Codes: vagrancy laws, meeting restrictions, gun bans, etc.

• Vigilante groups (KKK)

BLACK RESPONSES TO SOUTHERN ACTIONS

• Some moved north – few could afford it

• Many forced into sharecropping by necessity

• Sit-ins – desegregated some transportation

• Church participation – belonging, strength, community action


CSI History: What was life like for African Americans in Reconstruction?

• Petition to Johnson (296-298)• Mississippi Black Code (299-303)• Sharecropping Contract (304-305)

Turn in book and wkst, get sticky note.Write a question or something you learned, put in parking lot.


A) Business and economicsB) Opinions and editorialsC) People profilesD) Northern correspondentsE) Southern correspondentsF) African American lifeG) National politicsH) State and local politicsI) Military and technology

APUSH Closing 12/18

• On your opening/closing sheet, provide:– 3 facts you learned today– 2 experiences for blacks and/or southerners

during Reconstruction– 1 opinion about what you learned or did today

Day 5

Reconstruction II

APUSH Opening 12/20

• On your opening/closing sheet, make chart, picture, or paragraph showing the positive and negative aspects of Reconstruction.

APUSH Focus 12/20


• Learning target: I can demonstrate proficiency on an AP-level document based question on the end of Reconstruction.

Day 5: Reconstruction Politics & the End of Reconstruction

Reconstruction Politics: Legislative

• “Radical Republicans” (Thaddeus Stevens, PA)– equal recognition (14th Am)– equal voting rights (15th Am)– strict punishment of South– expansion of federal government powers

• Black Senators/Representatives (Hiram Revels, Blanche Bruce – 1st black Senators)

• Reconstruction Act 1867• Enforcement Acts 1870, 1871

Reconstruction Politics: State/Local• Military stationed in southern

states, slowly withdrew as conditions changed

• Some strong Republican for short time – public schools, civil rights, railroads, tax incentives for businesses

• Slowly taken over by “Redeemers” – southern Democrats bringing back Old South – supported by KKK

“Carpetbaggers”: northern Republicanswho moved south to influence politics

Reconstruction Politics: Judicial

Slaughterhouse Cases (1873)• Meatpackers challenged

federal government’s intervention

• 14th Amendment’s 1st test• Supreme Court: rights

protected by states, not federal government

• Allowed states to violate 14th Amendment, bring end to Reconstruction

Chief Justice Salmon P. Chase

Reconstruction Politics: Executive• Andrew Johnson: born poor,

worked as apprentice, identified with “honest yeoman”

• Only senator from seceded state (TN) to stay in USA, nominated as VP in 1864 to boost Lincoln in South

• Lacked Lincoln’s skill, couldn’t compromise, fought Radical Republicans on Reconstruction

Reconstruction Politics: Executive• Ulysses S. Grant: Republican,

war hero– Scandals in executive branch– Radical Republicans most

successful• Hayes (R) v. Tilden (D),

election of 1876– Fraud in FL, LA, SC– Too close – went to House– Bargain of 1877: Hayes is

President, military out of South, Southern Postmaster General, Reconstruction ended

Rutherford B. HayesSamuel J. Tilden

Find matching card, put on timeline.Pick up a DBQ packet.

DBQ: Who killed Reconstruction?

• Class reading/discussion: Background essay• View/discuss documents• Buckets, thesis, roadmap• Outline

Using documents & discussion, complete the DBQ outline.

Share thesis with different height.Turn in packet/worksheet.


A) Military and technologyB) Business and economicsC) Opinions and editorialsD) People profilesE) Northern correspondentsF) Southern correspondentsG) African American lifeH) National politicsI) State and local politics

APUSH Closing 12/20

• On your opening/closing sheet, provide:– 3 facts you learned today– 2 possible opinions on Reconstruction– 1 opinion about what you learned or did today

Day 6

Unit 6 Review

APUSH Opening 1/2

• Welcome back!• Find your opening/closing sheet. Skip a line

and write the date.• Make a list of 5 things you remember about

the Civil War and/or Reconstruction that we studied before break.

APUSH Focus 1/2


• Learning target: I can demonstrate proficiency on AP-level multiple choice and free response questions about the Civil War and Reconstruction.

Exam Prep: Free Response

• What is a good plan of attack for a free response question?

• What should be included in a free response essay?

• Your FRQ for the exam: the essential question.– Choose Civil War or Reconstruction NOW.– Make a plan and study!

Pick partner, back-to-back FRQ plan.Pick up review sheet, partner or alone.

Alone or with partner, begin working on unit 6 review sheet.

Review Game!

• Number off by 4.• Sit in assigned quadrant.• Groups take turns answering questions.• Open notes, but only 30 seconds per question.• Get it wrong, next in line can steal, etc.• Still goes back to whoever was next in line.

APUSH Closing 1/2

• On your opening/closing sheet, provide:– 3 things to remember for the exam– 2 strategies you can use to prepare– 1 prediction for how you will do

Day 7

Unit 6 Exam

APUSH Opening 1/4

• Write a paragraph or draw a picture explaining your feelings about the upcoming test. Will you be successful? Why or why not? What questions or concerns do you have? What do you feel confident about?

APUSH Focus 1/4


• Learning Target: I can demonstrate proficiency on AP-level multiple choice and free response questions about the Civil War and Reconstruction.

Quick Review!

• What types of questions will you see?• What are some strategies to remember for

multiple choice questions?• What are some strategies to remember for

free response questions?• What final questions do you have?

End of the Semester

• 2-part final: FRQ, DBQ• FRQ: Choose 1 of 5 units from the semester (Pre-

Columbian/Colonial, Revolution, New Nation, Antebellum, Manifest Destiny/Path to War). You review topics, question provided day of test.

• DBQ: Review Civil War/Reconstruction. Question: Was the Civil War/Reconstruction era our nation’s greatest crisis? 10 documents provided day of test, plus prior content knowledge.

APUSH Closing 1/4

• Provide the following, then turn in your opening/closing sheet:– 3 things you felt went well on the test– 2 things you felt could have gone better– 1 topic you think you’ll use for the final

Documents

APUSH Unit 6