Group members: Joyce Kremer, Cindi Hupke, and Brittani Hampton, Becky

Westrick

Resource Unit: Exploration of the Civil War

8th grade

Table Of Contents

Introduction………………………………Pg. 3Summary………………………………….Pg. 4Content: Concepts………….……….Pg. 5Content: Vocabulary……………….Pg. 6Objectives………………………………..Pg. 7-8 Activities……………………………………Pg. 9-15Evaluation…………………………………Pg. 16-17Instructional Resources……………Pg. 18Teacher References………………….Pg.19Student References…………………..Pg. 20-21Media 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 1861-1865.

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

• 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

1. Battles: Bull Run, Shiloh, Gettysburg, Vicksburg, Antietam.2. Slavery3. Contrabands4. Habeas corpus5. Abolitionists6. Influential People: Harriet Tubman, Fredreick Douglass, Abraham

Lincoln, Thomas “Stonewall” Jackson, Robert E. Lee, George B. McClellan, Clara Barton, Ullyses S. Grant

7. Broadsides8. 54th Massachusetts Infantry9. Copperheads10. Appomattox Courthouse11. Ironclad12. Cotton Gin13. Border States14. Homestead Act

Objectives

1. Given a timeline the students will be able to identify when each event occurs. (Cognitive)

2. Students will be able to list economic, and social reasons why the division occurred between the North and South. (Cognitive)

3. Students will be able to define the differences between the North and South. (Cognitive)

4. Given a map, Students will be able to locate Northern, Southern, and Border States. (Cognitive)

5. Students will research and present on an influential figure during the Civil War period. (Cognitive)

6. Students will be able to enjoy debating the issues on slavery in the South after having been introduced and familiarized with the issues. (Affective)

7. Students will really enjoy studying about the Underground Railroad because of its significance in the area they actually live in. (Affective)

Objectives Continued..

• 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• 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• Multiple Choice:

1. What was considered the first battle of the Civil War?a. Fort Sumterb. Battle of Bull Runc. Battle of Vicksburgd. Battle of Antietam

2. Who was known as “Moses” on the Underground Railroad?a. Dr. Ron Helmsb. Frederick Douglasc. Harriet Tubmand. Clara Barton

3. Which one of the following states was not a border state?a. Marylandb. Missouric. Kentuckyd. Illinois

4. This group sympathized with the South and opposed abolition.a. Silver Spurs b. Abolitionistsc. Copperheadsd. Ironclads

5. This infantry was responsible for the capture of Fort Wagner in South Carolina.a. 52nd Virginia Infantryb.32nd South Carolina Infantryc. 54th Massachusetts Infantryd. 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• Teacher References:

• Civil War Preservation Trust• 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

• 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• 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.education-world.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:• 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

• 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

• Generals in Blue: Lives of the Union Commanders (Manuscripts)• 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!