CIVIL WAR 150 - History

[Pages:17]CIVIL WAR 150

EDUCATOR'S GUIDE

CONTENTS

4-5 Introduction

6-8 History Activities: Middle School

9-12 History Activities: High School

13 Geography Activities: Middle School

14-15 Geography Activities: High School

16Map: Battle and Siege of Vicksburg, MS

17-18 English/Drama Activities: Middle School

19-20 English/Drama Activities: High School

21 Art/Music Activities: Middle School

22 Art/Music Activities: High School

23-24 Civics Activities: High School

25 Math Activities: Middle School

26 Math Activities: High School

27 Science & Technology Activities: Middle School

28 Science & Technology Activities: High School

29 Library of Congress: The Last Full Measure Exhibition

30 Recommended Civil War Resources

Introduction: over THE COURSE OF four years, starting in April 1861, the American Civil War shook the nation to its core, leaving more casualties than all other American wars combined. In 2011, the nation startS a four-year commemoration of the 150th anniversary of the war. HISTORY? is proud to be working with organizations throughout the country to help educators and their students engage with the history of the Civil War and assess the legacy of this critical chapter in our nation's past. The Civil War has a complex history, and it is important to explore the era from multiple perspectives. In every state in the U.S., students examine the history of the Civil War. The 150th Anniversary gives us all the opportunity to think more deeply and carefully about the people, places and events that shaped this intense conflict. HISTORY has created this guide to provide educators with helpful supplementary activities and resources connected with Civil War curriculum and sesquicentennial plans. Across the curriculum, there are meaningful ways for students to learn about the Civil War and the historical context in which the conflict transpired. History, literature and drama courses are expected areas in which students study the Civil War. The inclusion of math, science and technology activities in this guide will allow educators to bring Civil War topics into the classroom in STEM subject areas as well. National and State Standards: These activities meet many of the national and state standards. Visit us online at classroom for standard correlations.

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Our understanding of the Civil War has transformed in the past few decades. Historians have expanded what we know about how the events of the war transpired, how individuals and communities were changed by the war, and how it was experienced on the ground by everyday Americans. New scholarship has afforded students a richer view of how diverse groups of people including slaves, free blacks, soldiers from all backgrounds, women, children and immigrants experienced the war. The enormous consequences and legacies of the Civil War are still matters of great debate today. The pivotal issues of slavery and freedom resonate in our society and send us back to the past to explore the contours of American race relations and the terms of emancipation.

Throughout this guide, you will find information about how to find Civil War resources at , our premiere website featuring original articles, short videos and spectacular info-graphics geared toward today's visual learners. Two great starting places to locate Civil War content and to find information about History? programming are the following sites: topics/american-civil-war and classroom.

One of the best ways for teachers, students and families to learn about the Civil War in a hands-on way is to visit battlefields and historic sites. HISTORY is proud to be leading a national effort to encourage all Americans to visit these sites, and to help protect them for future generations. The Give 150TM campaign invites the public to give contributions to help preserve Civil War sites and stories. These donations will go directly to the National Park Foundation and the Civil War Trust, two non-profit organizations actively involved in maintaining and preserving Civil War sites and lands. To learn more about this campaign, visit us online at .

In addition to the Give 150 campaign, HISTORY will be collaborating with organizations including the Library of Congress, National History Day, the Journey Through Hallowed Ground Partnership, the American Association of State and Local History and many others in commemorating the Civil War. You can find links to these organizations throughout this guide and online at .

Visit us online at Classroom for updates on our Civil War commemoration. Questions or comments? Email us at classroom@

We look forward to hearing from teachers and students as we work together to assess the meaning and on-going significance of the Civil War to our nation's past, and its future.

Do you have an iPad? VIsit us online to download HISTORY's innovative Civil War App at interactives/civilwar-today.

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History: Middle School

Introduction: The American Civil War is an enormous topic with a rich set of primary source documents,

images and narratives for students to explore. The activities in this section are intended to supplement Civil War lesson plans and course units. Educators can gear these activities to fit the skill level of their middle school history and social studies students. If your students are particularly advanced, you may want to consult the high school sections of this guide to find additional ideas and resources.

The goals of these activities are to build an understanding of the chronology of the Civil War and to explore key people, places and events in the history of the war. Students should also gain a deeper understanding of the causes and consequences of the Civil War in American history.

Activity 1

Terms to Know

Below are some important terms related to the American Civil War. Before or during your Civil War course units, ask students to define these terms. You can have students add additional terms to this list to define. For a fun classroom project, ask students to create illustrated dictionaries of Civil War terms with related quotes and images.

abolish civil Confederacy Fugitive Slave Law mini? ball regiment secede slavery Underground Railroad Union

Activity 2

Timeline: Prelude to War

In order to understand why the U.S. exploded into Civil War in April 1861, students should examine the key events leading up to the firing shots at Ft. Sumter. One engaging way for students to prepare for their Civil War units is to create an illustrated timeline of key events which helped provoke secession and war. Students can present these timelines in PowerPoint format, on poster board or using another creative format such as a quilt or colorfully designed map.

To get started, ask students to include the following events on their timeline, and to use their course readings or lectures to add other relevant events to their projects: Missouri Compromise, Fugitive Slave Act, Compromise of 1850, Uncle Tom's Cabin, Kansas-Nebraska Act, Dred Scott decision, Lincoln/Douglas debates, John Brown's raid on Harpers Ferry, election of President Abraham Lincoln.

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Activity 3

Compare and Contrast: The Blue & The Gray

As the war got underway, the Union and the Confederacy both had strengths and weaknesses. One way for students to explore the war is to compare and contrast the two sides and analyze key factors and turning points. Students can use their textbooks, and other sources to locate the information to fill out this chart.

Population during the Civil War era

UNION

CONFEDERACY

Major Generals

Key Victories

Key Defeats

Total Number of Civil War casualties (injuries and losses of life)

Activity 4

Civil War Voices

Throughout the Civil War, young people played a significant role in many battles and key events. Boys as young as 10 served as drummers and buglers, and thousands of young men (and even some women) served as soldiers. Young people were also eyewitnesses to Civil War battles, which often unexpectedly arrived in their backyards. The document below is an excerpt from an account of the Gettysburg battle by Daniel Skelly, a teenager who lived in town at the time of the battle in July 1863.

"Our town being in the hands of the Confederates and cut off from all communications with the outside world, we knew nothing about our army and were completely in the dark as to how it was located and how much of it had arrived on the field. The Confederates maintained a clam-like silence on all matters concerning the battle, hence we did not know the significance of this tremendous cannonading until after the battle was over... But for the present it sent everyone to the cellars as a matter of protection. Mr. Harvey D. Wattles lived close to my father's and under his house was a large dry cellar. During the cannonading the neighbors congregated in it as a place of safety. An incident that occurred in this house... will give some idea of what families were exposed to while the fighting was in progress. A neighbor had come into the house to take refuge and had brought with her a band-box containing a bonnet. When the cannonading began, she went to the cellar, placing the box on the chair upon which she had been sitting. When she came from the cellar she found the box where she had left it, but a minie ball had passed through the box and the bonnet." -- A Boy's Experiences During The Battle of Gettysburg by Daniel Skelly, 1932

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Document-Based Questions:

1. What do you think Skelly means when he says the Confederates "maintained a clam-like silence" regarding the Gettysburg battle? Do you think civilians were safe from harm during the battle?

2. Based on this passage, what do you think it was like for the people of Gettysburg to live through this battle? What do you think life was like in Gettysburg after the war?

Letter writing activity: Imagine you were Skelly and lived through the Gettysburg battle. Write a letter from his perspective about what it would be like to experience a Civil War battle in your own hometown.

Activity 5

Civil War Matching Review

Ask students to review what they have learned about the Civil War. They should then match the items in Column 1 with the corresponding answer from Column 2.

Column 1 1. Shots were fired at Ft. Sumter, South Carolina on this date, officially sparking the Civil War. ________ 2. Nickname for Civil War General Thomas Jonathan Jackson. ________ 3. This abolitionist was born into slavery in Maryland and later became a powerful speaker. ________ 4. She was the author of the influential book Uncle Tom's Cabin. ________ 5. Lincoln delivered his Gettysburg Address on this date. ________ 6. This man led an anti-slavery rebellion at Harpers Ferry, Virginia. ________ 7. She led many slaves to freedom through the system known as the "Underground Railroad."________ 8. This general led the "march to the sea." ________ 9. Generals Lee and Grant met on this date to discuss the Confederate's surrender terms. ________

Column 2

A. William Tecumseh Sherman B. April 9, 1865 C. Harriet Tubman D. Harriet Beecher Stowe

*See answer key on page 12.

E. Stonewall F. November 19, 1863 G. Frederick Douglass H. John Brown I. April 12, 1861

History: High School

Introduction: The American Civil War is an enormous topic with a rich set of primary source

documents, images and narratives for students to explore. The activities in this section are intended to supplement Civil War lesson plans and course units. Educators can gear these activities to fit the skill level of their high school history students. If you find that these activities are too advanced for your students, you may want to consult the middle school sections of this guide to find additional ideas and resources.

The goals of these activities are to build an understanding of the chronology of the Civil War and to explore key people, places and events in the history of the war. Students should also gain a deeper understanding of the causes and consequences of the Civil War in American history. Students should be able to analyze and explain the social, political and economic effects of the Civil War.

Activity 1

Below are some important terms related to the American Civil War. Before or during your Civil War course units, ask students to define these terms. You can have students add additional terms to this list as well. For a fun classroom project, ask students to create illustrated dictionaries of Civil War terms with related quotes and images.

abolitionism causality Confederacy conscription emancipation Fugitive Slave Law Habeas Corpus insurrection inevitability martial law secession siege Union

Activity 2

Timeline: Why Civil War?

Part 1. On June 16, 1858, Abraham Lincoln delivered his famous "House Divided" speech in which he stated, "A house divided against itself cannot stand." Ask students to read Lincoln's speech and discuss his arguments. Based on what he said in 1858, ask students to discuss whether or not they thought Civil War was inevitable. (This is also an opportunity to discuss the concepts of historical inevitability and change over time.)

Part 2. Working in small groups, ask students to create a timeline of events leading up to the Civil War, from the turn of the 19th century through the firing of shots at Ft. Sumter. Students can present these timelines in PowerPoint format, on poster board or with another creative format such as a quilt or colorfully designed map. To get started, ask students to include the following events on their timeline, and to use their course readings or lectures to add other relevant events to their projects: Missouri Compromise, Fugitive Slave Act, Compromise of 1850, Uncle Tom's Cabin, Kansas-Nebraska Act, Dred Scott decision, Lincoln/ Douglas debates, John Brown's raid on Harpers Ferry, election of President Abraham Lincoln.

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Activity 3

Compare and Contrast: The Blue & The Gray

As the war got underway, the Union and the Confederacy both had strengths and weaknesses. One way for students to explore the war is to compare and contrast the two sides and analyze key factors and turning points. Students can use their textbooks, and other sources to locate the information to fill out this chart.

Population during the Civil War era

Major Generals

UNION

CONFEDERACY

Key Victories

Key Defeats

Total Number of Civil War casualties (injuries and losses of life)

Activity 4

Civil War Voices

African Americans made significant contributions throughout the Civil War, serving as nurses and soldiers and in many other support roles. Over 180,000 African Americans fought for the Union; many of them were slaves who had fled North in search of freedom. The letter on p. 11 was written to President Abraham Lincoln by members of the 55th Massachusetts Infantry Regiment, an all-black unit.

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Folly Island, South Carolina, July 16th 18.64

Sir We The Members of Co D of the 55th Massechusetts vols Call the attention of your Excellency to our case

1st First We wase enlisted under the act of Congress of July 18.61 Placing the officers non Commissioned officers & Privates of the volunteer forces in all Respects as to Pay on the footing of Similar Corps of the Regular Army 2nd We Had Been in the Field now thirteen months & a Great many yet longer We Have Received no Pay &Have Been offered only seven Dollars Pr month Which the Paymaster Has said was all He Had ever Been authorized to Pay Colored Troops this was not according to our enlistment Consequently We refused the Money the Commonwealth of Massechusetts then Passed an act to make up all Deficienceys which the general Government Refused To Pay But this We Could not Receive as The Troops in the general service are not Paid Partly by government & Partly by State 3rd that to us money is not object we came to fight For Liberty justice & Equality. These are gifts we Prise more Highly than Gold For these We Left our Homes our Famileys Friends & Relatives most Dear to take as it ware our Lives in our Hands To Do Battle for God & Liberty

4th after the elaps of over thirteen months spent cheerfully & willingly Doing our Duty most faithfully in the Trenches Fatiegue Duty in camp and conspicuous valor & endurance in Battle as our Past History will Show

P 5th therefore we Deem these sufficient Reasons for Demanding our pay from the Date of our inlistment & our immediate Discharge Having Been enlisted under False Pretence as the Past History of the Company will Prove

6th Be it further Resolved that if immediate steps are not taken to Relieve us we will Resort to more stringent mesures

We have the Honor to Remain your Obedint Servants The members of Co D

[Sergt. John F Shorter and 73 other signatures]

Citation: L-211, 1864, Letters Received, ser. 360, Colored Troops Division, RG 94, National Archives.

Document-Based Questions:

1. W hat was the main purpose of this letter from the 55th Massachusetts Regiment to President Lincoln?

2. Why do you think this group of soldiers was compelled to fight in the Civil War? Other than money, what do you think were reasons the soldiers were fighting for equal pay?

Letter writing activity: Imagine you were President Lincoln and received this letter. Write a response from Lincoln's perspective.

Activity 5

Additional Explorations

The Civil War is a topic full of people, places and stories to explore through student research projects. For a final Civil War project, ask students to choose one Civil War topic and produce final research paper/projects. Sample topics could include: the role of innovative technologies such as the telegraph or ironclad ships; Civil War Medal of Honor winners such as African American Sergeant William Carney; the role of medicine during the Civil War including Clara Barton or other Civil War nurses; and the role of Native Americans in the Civil War. Students may also be interested in writing about the role of children in the Civil War era, from drummer boys such as Johnny Clem to Tillie Olson, the young girl who experienced the Battle of Gettysburg firsthand.

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Activity 6

Discussion and Review Questions

1. Who did Abraham Lincoln defeat in the election of 1860, and what was the political climate like at the time of that election?

2. What were some of the key turning points that led to the start of the Civil War in April 1861?

3. At the start of the Civil War, did most people think it would last for a long time?

4. What were some key battles during the first 2 years of the Civil War?

5.When did Lincoln issue the Emancipation Proclamation, and what was the significance of this document?

6. Why were the battles of Gettysburg and Vicksburg turning points in the Civil War?

7. What are some of the roles African Americans played during the Civil War?

8. What are some of the roles women played during the Civil War?

Mary Tippee of the 114th Pennsylvania Infantry

9. What were some of the key battle strategies of Northern and Southern generals? Which of these were effective, and which were not?

10. What did Lincoln say in his 2nd Inaugural Address, and why was this address so significant?

11. At what point do you think it became clear that the Union would prevail against the Confederacy? When did the war officially end?

12. How many slaves were freed at the end of the Civil War?

13. What was the 13th Amendment, and why was it important?

Additional resource: visit the National Archives' Our Documents site at to read, print and review key Civil War documents.

Answer Key for matching activity from page 8.

1. I 2. E 3. G 4. D 5. F

6. H 7. C 8. A 9. B

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Geography: Middle School

Introduction: Studying the American Civil War gives students a great opportunity to sharpen their

geography and mapping skills. In order to understand the chronology and outcomes of the war, it is important for students to understand the geography of the United States at the time. These activities provide a way to incorporate Civil War content into social studies and geography courses. Teachers can adapt these activities to fit their middle school geography course units and lesson plans.

The goal of these activities is to help middle school students explore the geography of the United States at the time of the Civil War. These activities will help students gain a deeper understanding of U.S. borders and boundaries in the 19th century and the changing landscape of the nation during the Civil War era.

Activity 1

Landmarks of the Underground Railroad:

From Dickinson College

Dickinson College historian Matthew Pinsker and his students have developed an outstanding website using Google Earth and other tools to explore the history and geography of the Underground Railroad.

This site gives students the opportunity to use new technology as they examine key locations and people associated with the Underground Railroad.

Visit this site at housedivided. dickinson.edu/fieldtrips to get started. Teachers will find handouts, suggested assignments and additional activities.

Activity 2

Teaching with Historic Places ? Lesson Plans from the National Park Service

The Teaching with Historic Places lesson plans from the National Park Service are an excellent resource for incorporating geography into Civil War course units. From Clara Barton's home to battle sites to Lincoln's Cottage, these lessons cover many important Civil War topics. These lessons give students a way to explore the role of geography and "place" in the Civil War. Visit NPS online to view and download these lessons, nr/twhp/civwar00.htm.

Activity 3

Civil War Map Analysis: Battle and Siege of Vicksburg

(See map on p. 16; map generously provided by the Civil War Trust. Visit for more maps and related lesson activities.)

1. B ased on this map, why do you think Vicksburg was strategically important during the Civil War?

2. How long did the Vicksburg campaign take? What do you think were the goals of the Union and the Confederacy based on what you see on this map?

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GEOGRAPHY: HIGH School

Introduction: Studying the American Civil War gives students a great opportunity to sharpen

their geography and mapping skills. In order to understand the chronology and outcome of the war, it is important for students to understand the geography of the United States at the time. These activities provide a way to incorporate Civil War content into high school geography courses and lessons. Teachers can adapt these activities to fit their high school geography course units.

The goal of these activities is to help high school students explore the geography of the United States at the time of the Civil War. These activities will help students gain a deeper understanding of U.S. borders and boundaries in the 19th century and the changing landscape of the nation during the Civil War era.

Activity 1

Landmarks of the Underground Railroad: From Dickinson College

Historian Matthew Pinsker and his students have developed an outstanding website using Google Earth and other online tools to explore key events, people and places associated with the Underground Railroad. This site gives students the opportunity to use new technology as they examine the geography of the Underground Railroad. Visit this site at housedivided.dickinson.edu/fieldtrips/ to get started.

Ask each student to prepare a short report about one significant event or person they learn about through this site. Students can supplement what they learn from this site with their own research. They may also want to share one of the Google Earth tours with younger students at the school or in your community.

Activity 2

Teaching with Historic Places ? Lesson Plans from the National Park Service

The Teaching with Historic Places lesson plans from the National Park Service are an excellent resource for incorporating geography into Civil War course units. From Clara Barton's home to battle sites to Lincoln's Cottage, these lessons cover many important Civil War topics. These lessons give students a way to explore the role of geography and "place" in the Civil War. Visit NPS online to view and download these lessons: nr/twhp/civwar00.htm.

Civil War nurse and humanitarian, Clara Barton

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Activity 3

GIS and the Civil War: Helping Protect the Past

GIS (Geographic Information System) technology is an important way to measure and interpret data about our landscape. Organizations such as the Civil War Trust use GIS as a tool to map battlefield lands in order to help them determine which sites should be preserved. Learning about the role of GIS in mapping Civil War sites gives students an opportunity to explore this new technology and its applications. Ask students to visit this site land-preservation/what-is-gis.html and write a short report about how GIS is used to help preserve the past.

Activity 4

Civil War Map Analysis: Battle and Siege of Vicksburg, MS (Map generously provided by the Civil War Trust. Visit for more resources and information.) See map on p. 16.

Civil War Trust: Map of the Battle and Siege of Vicksburg (2007) May 18 - July 4, 1863

In May and June of 1863, Maj. Gen. Ulysses S. Grant's armies converged on Vicksburg, besieging the city and entrapping a Confederate army under Lt. Gen. John Pemberton. On July 4, Vicksburg surrendered after prolonged siege operations. This was the culmination of one of the most brilliant military campaigns of the war. With the loss of Pemberton's army and this vital stronghold on the Mississippi, the Confederacy was effectively split in half. Grant's successes in the West boosted his reputation, leading ultimately to his appointment as General-in-Chief of the Union armies.

Discussion Questions:

1. B ased on what you see on this map, how would you compare the strength of the Union forces versus the Confederates as they confronted one another at Vicksburg?

2. Why do you think the Mississippi River was strategically so important during the Civil War era? Why was the Vicksburg campaign significant in terms of the struggle to control the Mississippi River?

3. The location of railroads at the time of the Vicksburg siege is one of the features of this map. Why do you think railroad routes were important during the Civil War?

4. T his map indicates structures that did not exist at the time of the Civil War. What kind of research do you think was necessary in order to determine which structures and transportation features were there during the battle of Vicksburg versus today?

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