Topic: Civil War

Group Members: Rebecca

Michael

Brent

Erin

Learning Goals:

  1. To understand the cultural, economic, geographical, and political differences between the Union and the Confederacy.
  2. To understand that conflict leads to resolution and change.
  3. To understand the causes and effects of the Civil War.
  4. To be able to analyze chronological relationships and patterns.

Key Terms/Concepts:

UnionConfederacyabolitionist

secessionHarriet TubmanEmancipation Proclamation

Dred ScottUlysses S. GrantRobert E. Lee

conflictArsenalIslandAnnie Wittenmyer

Iowa History Benchmarks:

7b. Iowans helped slaves escape to freedom by working on the Underground Railroad.

7c. Although no Civil War battles were fought in Iowa, many Iowans were

directly involved in the Civil War.

7e. Some Iowans, known as Copperheads, were actively opposed to the Civil War.

National History Standards:

13. Understands the causes of the Civil War.

14. Understands the course and character of the Civil War and its effects on the American people.

15. Understands how various Reconstruction plans succeeded or failed.

Table of Contents

Civil War Activity Guide3-5

American History Timeline6-8

Civil War Pre/Post Test9-10

Civil War Scavenger Hunt11-12

Photograph Observation/Analysis13-14

History Mysteries15-21

History Mystery Answer Key22

Civil War Resources23

“When Johnny Comes Marching Home” lyrics24

Description of the Inquiry Project25

Civil War Post Assessment Rubric26

Civil War Inquiry Rubric27

Civil War Activity Guide

Day 1

  • Narrative pretest
  • Direct instruction: read text chapter 13, lesson 1 (pages 389-393)

Day 2

  • Direct instruction: read text chapter 13, lesson 2 (pages 394-399)
  • Literature connection: Read aloud to the students--Under the Quilt of Night and Follow the Drinking Gourd

Day 3

  • Direct instruction: read text chapter 13, lesson 3 (pages 400-404) utilizing the SQP2RS strategy
  • Introduce/review primary and secondary sources
  • Introduce scavenger hunt activity

Day 4

  • Finish scavenger hunt and discuss findings together
  • Small group: read text chapter 13, lesson 4 (pages 405-408) utilizing the SQP2RS strategy

Day 5

  • History Mystery #1: Robert E. Lee’s decision to lead the Confederate army. Students will work in small groups to determine the date of the event and put it in the proper place on our American History Timeline.
  • Immersion—the students will be reading about the Civil War from a variety of resources chosen by the media specialist. The goal of this activity is to provide the students with background information to help develop their inquiry questions.

Day 6

  • Introduction to Inquiry Project—hand out project contract and go over due dates and project expectations together. The contract is an explanation of these things that the parents sign and return.
  • Questions due Day 8
  • Research due Day 11
  • Rough draft due Day 17
  • Final draft due Day 19
  • Then model examples of good inquiry questions.
  • Students brainstorm topics of interest, choose their favorite topic, and then begin developing inquiry questions in the format provided.

Day 7

  • Students continue to work on developing inquiry questions and gain teacher approval before beginning research.
  • Go over the rubric for the Inquiry Project with the students and answer any questions.
  • Go over the reference sheet that students will record all of their resources on.

Day 8

  • Photograph observation activity—start by introducing questions to use when analyzing photographs. Then model with a chosen photograph that is not social studies related. Then model using another photograph, this time from the Civil War era, asking for student participation, as well.
  • Students’ inquiry questions are due today—they should share their questions with the teacher and continue/begin research.

Day 9

  • Photograph observation activity—working in small groups, students analyze given photograph(s) and then share their findings with the whole class.
  • Students continue/begin to work on research.

Day 10

  • Students continue to research their inquiry questions. Help students find information.

Day 11

  • Research due today—briefly check each student’s research, making sure they have enough information to complete their final project.
  • Model how to complete a bibliography, using the Writer’s Express book as a resource.
  • Direct instruction: read chapter 14, lesson 1 (pages 415-419).

Day 12

  • History Mystery #2: South Carolina’s secession from the Union
  • Direct instruction: read chapter 14, lesson 2 (pages 421-424).
  • Students complete a song lyric alteration. Provide the students with the lyrics to “When Johnny Comes Marching Home”, listen to the song, and discuss the importance of songs during the Civil War. In small groups, students then change the words to the song while still keeping the general mood and rhythm.

Day 13

  • History Mystery #3: African Americans joining the armed forces
  • Direct instruction: read chapter 14, lesson 3 (pages 425-431).
  • Small groups complete their changes to “When Johnny Comes Marching Home” and share their new lyrics with the class

Day 14

  • History Mystery #4: Hunley submarine incident
  • Students work on their first draft. They can peer edit with a partner as they finish. Once they have peer-edited, they can begin working on their final copy.

Day 15

  • History Mystery #5: Opening of the ArsenalIsland prison camp
  • Students will continue to work on writing and editing their first draft. If they have finished their first draft, they can work on their final copy.

Day 16

  • History Mystery #6: Freeing slaves in Washington, D.C.
  • Students will continue to finish editing and writing first draft.

Day 17

  • History Mystery #7: 13th amendment
  • First drafts due—briefly check each student’s paper.
  • Students work on their final copy.

Day 18

  • Narrative Posttest
  • Upon finishing posttest, students can work on final drafts, which are due on day 19.

Day 19

  • Final Inquiry Projects due—begin sharing with the whole class.

Day 20

  • Finish sharing final Inquiry Projects with the whole class.

American History Timeline

1

Between 14,000 and 45,000 B.C.E.

1000 A.D.

1492 A.D.

1607 A.D.

1620 A.D.

December 1773 A.D.

April 1775 A.D.

July 1776 A.D.

1788 A.D.

People crossed the land bridge (Beringia) that temporarily connected Asia to North America

Leif Eriksson led an expedition that traveled from Greenland to North America

Christopher Columbus, sailing for Spain, led an expedition that landed in the West Indies

The Virginia Company of London, England, founded the colony of Jamestown, Virginia

The Pilgrims fled England to seek religious freedom and landed at Plymouth, Massachusetts

The Boston Tea Party took place, which was an uprising by the colonists against taxes imposed by the British

The first shots of the Revolutionary War were fired at Lexington and Concord

56 colonial leaders signed the Declaration of Independence

The United States Constitution was ratified

1804 A.D.

1812 A.D.

December 1846 A.D.

January 1848 A.D.

April 1861 A.D.

January 1863 A.D.

April 1865 A.D.

1914 A.D.

April 1917 A.D.

November 1918 A.D.

Meriwether Lewis and William Clark left on an expedition from St. Louis to explore the LouisianaTerritory, which was purchased in 1803

The War of 1812, between the British and the United States, was fought because the U.S. was upset that the British were helping the Native Americans

Iowa entered the Union as the 29th state

Gold was found in California, which led to the Gold Rush of 1849

The Civil War began with the South firing on FortSumter

Abraham Lincoln signed the Emancipation Proclamation, which was intended to end slavery

The Civil War ended because General Robert E. Lee surrendered in Appomattox Courthouse, Virginia

World War I began with the assassination of Archduke Ferdinand of Austria-Hungary

The United States entered World

War I because Germany would not respect their neutrality

World War I ended when Germany surrendered and stopped fighting

October 1929 A.D.

September 1939 A.D.

December 1941 A.D.

June 1944 A.D.

August 1945 A.D.

1950-1953 A.D.

1962-1973 A.D.

1991 A.D.

September 11, 2001 A.D.

The New York Stock Exchange prices crashed, leading to the Great Depression

World War II began when Germany invaded Poland

The United States entered World War II after the Japanese bombed Pearl Harbor

Allies invaded the shores of France in what became known as D-Day

The United States dropped two atomic bombs on Japan, leading to the end of the war on the Pacific

Front

The Korean War was fought between North Korea and South Korea, with the United States supporting South Korea and their quest for democracy

The United States was involved in the Vietnam conflict, supporting South Vietnam

The First Persian Gulf War, also known as Operation Desert Storm, was fought

The worst-ever attack on United States soil took place, with hijacked planes crashing into the World Trade Center in New York City, the Pentagon in Washington, D.C., and a field in Pennsylvania

1

Civil War Pre/Post Test

Use the following words to create a narrative of the Civil War time period. Remember that history is the story of what has happened in the past. Use as many words as you can. Be sure to explain the important details and connect all of the words or events. Underline the words in your writing as you use them.

UnionHarriet Tubmanconflict

ConfederacyDred ScottArsenalIsland

abolitionistUlysses S. Grantsecession

Robert E. LeeAnnie WittenmyerEmancipation Proclamation

1

Name: ______

Civil War Scavenger Hunt

Using your textbook, the listed Internet resources, or any other materials you find in the media center, answer the following questions. You must answer at least three questions utilizing a book. Please list your resource on the line following your answer. Next to each resource, indicate whether it is a primary or a secondary source.

1. What is the largest city in the Confederacy?

______

______

2. What state was created during the Civil War because it did not wish to secede from the Union? When was it admitted to the Union?

______

______

3. What happened July 1, 1863?

______

______

4. Late in the war, which Confederate General approached within 5 miles of Washington, D.C., but was driven back to Virginia?

______

______

5. What Union commander, in December of 1863, was able to fend off Confederate assaults on Knoxville?

______

______

6. What month and year did the first Southern state secede from the Union?

______

______

7. Who was elected vice-president when Abraham Lincoln was re-elected? ______

______

8. Why was the capture of the Mississippi River an important priority for President Lincoln?

______

______

9. What state was the site of the most Civil War battles? ______

______

10. Where did the U.S.S. Monitor and the C.S.S. Virginia first battle? ______

______

Suggested sites you may use include:

Name: ______

Photograph Observation/Analysis

Use the following questions to help you analyze the given photograph.

1. Why was the photograph taken?

______

______

2. When was it taken?

______

______

3. Where was it taken?

______

______

4. Of whom or of what was it taken?

______

______

5. Are the first four questions useful in dealing with this particular photograph?

______

______

6. Where can we look for information about the photograph and lay out a research plan?

______

______

7. Why did this photograph survive?

______

______

8. Is the photograph a legitimate historical document?

______

______

9. Does the photograph accurately reflect anything about a way of life during some identifiable historical period?

______

______

10. What uses might have been made of this photograph during its initial existence?

______

______

Taken from: Horton, Loren N. "A Picture Versus a Thousand Words," Network News Exchange, Spring 1983, pp. 15-17.

Civil War History Mystery #1

On April 19, XXXX, Robert E. Lee was torn between two choices. President Lincoln had asked him to lead the Union army. However, at the same time, he learned that his home state of Virginia was seceding from the Union. Lee loved his country, but he also loved his home state. His family lived in Virginia—could he bear to fight against his own blood?!?

Civil War History Mystery #2

On December 20, XXXX, only days after Abraham Lincoln won the presidential election, South Carolina’s leaders spoke out. They were displeased with Lincoln’s views and announced that they felt that the United States was dissolving. With this statement, South Carolina became the first state to secede from the Union.

Civil War History Mystery #3

On January 1, XXXX, African American men were officially allowed to join the United States army for the first time. Although they were able to serve, they received lower wages and poorer quality equipment than their fellow servicemen. Throughout the Civil War, more than 38,000 African American soldiers died fighting for their beliefs.

Civil War History Mystery #4

In February of XXXX, the eight-man crew of the Confederate Hunley submarine attached a torpedo to the U.S.S. Housatonic, a Union warship, with the intent to blow it up. Upon the Hunley’s return to shore, it sank, never to be found again until 1995. The Hunley was raised in 2000 in order to be studied. It was the first submarine to ever sink an enemy vessel. It was constructed to take down the blockade of Southern ports. Most of the eight-man crew were actually not Confederate sailors.

Civil War History Mystery #5

On December 3, XXXX, 468 Confederate prisoners arrived by train to a newly established prison camp on ArsenalIsland. The prisoners were captured at the Battle of LookoutMountain in Tennessee and arrived in Rock Island for one of the worst winters on record. The prison camp was not completely finished, but continued to receive more and more prisoners. The camp had a total of 12,000 prisoners during the Civil War. Nineteen percent of the prisoners died each year. Most of these deaths were due to illnesses, such as small pox, and not war-related injuries. Today forty-nine members of the 108th Regiment U.S. Colored Troops, who served as Union prison guards, are buried on ArsenalIsland.

Civil War History Mystery #6

On April 16, XXXX, slaves in the District of Columbia were officially freed. President Lincoln signed legislation to free over 3,000 slaves who were bound under the District of Columbia’s slave codes. As part of this legislation, slave owners were given money for each of their freed slaves. Slave trading had been banned in the District since 1850; however, slavery remained. Slave codes in the District of Columbia were considered to be much more relaxed than the rest of the South.

Civil War History Mystery #7

On January 31, XXXX, Congress approved the 13th amendment to the Constitution of the United States. This amendment finally put an end to the slavery in both the North and the South. Illinois was the first state to ratify this amendment on February 1—the very next day. Mississippi, on the other hand, never ratified the amendment. However, since only 2/3 approval was needed for the amendment to become law, the ratification was complete on December 6 of the same year.

Civil War History Mystery Answer Key

Civil War #1—1861

Civil War #2—1860

Civil War #3—1863

Civil War #4—1864

Civil War #5—1863

Civil War #6—1862

Civil War #7—1865

Civil War Resources

Chapter Books

Dear Austin: Letters from the Underground Railroad by Elvira Woodruff

Across Five Aprils by Irene Hunt

The Ghost Wore Gray by Bruce Coville

Stealing South: A Story of the Underground Railroad by Katherine Ayres

A House Divided: The Lives of Ulysses S. Grant and Robert E. Lee by Jules

Archer

Evvy’s Civil War by Miriam Brenaman

Who Comes with Cannons by Patricia Beatty

Picture Books

Under the Quilt of Night by Deborah Hopkinson

Follow the Drinking Gourd by Jeanette Winter

Allen Jay and the Underground Railroad by Marlene Targ Brill

Reference Books

If You Lived at the Time of the Civil War by Kay Moore

If You Traveled on the Underground Railroad by Ellen Levine

If You Lived When There Was Slavery in America by Anne Kamma

Johhny Reb: The Confederate Soldier in the Civil War by Alan Archambault

Billy Yank: The Union Soldier in the Civil War by Alan Archamabault

For Home and Country: A Civil War Scrapbook by Norman Bolotin and Angela Herb

The Civil War: An Illustrated History by Catherine Clinton

Eyewitness: Civil War by John Stanchack

Encyclopedia of the United States at War by June A. English and Thomas D.

Jones

Don’t Know Much About American History by Kenneth C. Davis

The Story of Us by

The Scholastic Encyclopedia of the Civil War by

America’s Story by Harcourt Brace (textbook)

When Johnny Comes Marching Home

When Johnny comes marching home again,
Hurrah! Hurrah!
We'll give him a hearty welcome then
Hurrah! Hurrah!
The men will cheer and the boys will shout
The ladies they will all turn out
And we'll all feel gay,
When Johnny comes marching home.
The old church bell will peal with joy
Hurrah! Hurrah!
To welcome home our darling boy
Hurrah! Hurrah!
The village lads and lassies say
With roses they will strew the way,
And we'll all feel gay
When Johnny comes marching home.
Get ready for the Jubilee,
Hurrah! Hurrah!
We'll give the hero three times three,
Hurrah! Hurrah!
The laurel wreath is ready now
To place upon his loyal brow
And we'll all feel gay
When Johnny comes marching home.

Description of the Inquiry Project

Students are required to develop three interrelated questions dealing with the Civil War. Questions are written in an inquiry format, such as, “What were the similarities and differences between Union and Confederate soldiers?” This format allows for students to research the answer(s) to their questions.

Students are required to have each of their questions approved by the teacher before beginning research. As students research, they complete a research grid. For each question, a minimum of three resources is needed to gather information. Students must use their social studies textbook as one of their resources.

This research is then used to create a first draft inquiry report. Teachers approve the student’s research before they can begin to write their paper. Once the first draft is complete, students are allowed to edit with parents, teachers, and/or peers.