Group members: Joyce Kremer, Cindi Hupke, and Brittani Hampton, Becky Westrick - PowerPoint PPT Presentation

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

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Battles: Bull Run, Shiloh, Gettysburg, Vicksburg, Antietam. ... What was considered the first battle of the Civil War? a. Fort Sumter. b. Battle of Bull Run ... – PowerPoint PPT presentation

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


1
Resource Unit Exploration of the Civil War
8th grade
  • Group members Joyce Kremer, Cindi Hupke, and
    Brittani Hampton, Becky Westrick

2
Table Of Contents
  • IntroductionPg. 3
  • Summary.Pg. 4
  • Content Concepts..Pg. 5
  • Content Vocabulary.Pg. 6
  • Objectives..Pg. 7-8
  • ActivitiesPg. 9-15
  • EvaluationPg. 16-17
  • Instructional ResourcesPg. 18
  • Teacher References.Pg.19
  • Student References..Pg. 20-21
  • Media ReferencesPg. 22-25

3
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.

4
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 Ohios eighth grade social studies standards
    and will prove to be incredibly beneficial to
    your social studies classroom.

5
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

6
Content Vocabulary
  • Battles Bull Run, Shiloh, Gettysburg, Vicksburg,
    Antietam.
  • Slavery
  • Contrabands
  • Habeas corpus
  • Abolitionists
  • Influential People Harriet Tubman, Fredreick
    Douglass, Abraham Lincoln, Thomas Stonewall
    Jackson, Robert E. Lee, George B. McClellan,
    Clara Barton, Ullyses S. Grant
  • Broadsides
  • 54th Massachusetts Infantry
  • Copperheads
  • Appomattox Courthouse
  • Ironclad
  • Cotton Gin
  • Border States
  • Homestead Act

7
Objectives
  • Given a timeline the students will be able to
    identify when each event occurs. (Cognitive)
  • Students will be able to list economic, and
    social reasons why the division occurred between
    the North and South. (Cognitive)
  • Students will be able to define the differences
    between the North and South. (Cognitive)
  • Given a map, Students will be able to locate
    Northern, Southern, and Border States.
    (Cognitive)
  • Students will research and present on an
    influential figure during the Civil War period.
    (Cognitive)
  • Students will be able to enjoy debating the
    issues on slavery in the South after having been
    introduced and familiarized with the issues.
    (Affective)
  • Students will really enjoy studying about the
    Underground Railroad because of its significance
    in the area they actually live in. (Affective)

8
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)

9
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.

10
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.

11
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.

12
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.

13
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 persons
    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.

14
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.

15
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.

16
Evaluation Sample Test
  • Multiple Choice
  • What was considered the first battle of the Civil
    War?
  • a. Fort Sumter
  • b. Battle of Bull Run
  • c. Battle of Vicksburg
  • d. Battle of Antietam
  • 2. Who was known as Moses on the Underground
    Railroad?
  • a. Dr. Ron Helms
  • b. Frederick Douglas
  • c. Harriet Tubman
  • d. Clara Barton
  • 3. Which one of the following states was not a
    border state?
  • a. Maryland
  • b. Missouri
  • c. Kentucky
  • d. Illinois
  • 4. This group sympathized with the South and
    opposed abolition.
  • a. Silver Spurs
  • b. Abolitionists

17
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.

18
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/route
    s.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

19
Student References
  • Civil War Battles by State http//americancivilwa
    r.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.

20
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/lesso
    n101.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.

21
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

22
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.
  • CREATE 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/classro
    om
  • 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/johnschaefer962004
    245
  • 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

23
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.
    Its 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 Americas 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.

24
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.

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THE END!
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