Civil War Unit of StudyEssential Question Template

Maribeth Whitehouse

Clarissa Lynn

Rob Schneider

Justin Czarka

Presentation Agenda

• Civil War Unit of Study Overiew

• Resource Walk Through

• Sample Lesson Plan– Aim: How did technology change during

the Civil War?

• Possible Culminating Projects

Essential Question: How did the Civil War change America?

Focus Questions • Was the Civil War (CW) a war for national supremacy, to end slavery, or another reason? • What parts of society were involved in the CW? And how? • How was the CW fought? • What was the role of New York State in the CW? • Why did Lincoln free the slaves? • How were civili ans aff ected by the CW? What were the roles of slaves, free blacks, and women? • How were battles fought? • Who were the central fi gures during the CW? • How did artists depict the CW? (Photographers, poli tical cartoonists, etc.) • What were the key battles? • How did both sides motivate support for the war? (Positive and negative) • What was the outcome of the Civil War? • How were songs important during the Civil War?

Vocabulary Civil (war), habeas corpus, dysentery, measles, amputation, musket, soldier, Confederacy, states rights, emancipation (proclamation), commander, battle, freed men, rations, army, casualty, nullifi cation, Union, copperhead, national supremacy, conscription, ironclad

Student Outcomes

Content Process Skills • Causes of the Civil War • Role of immigrants, blacks,

women, children, Cherokee • Battles as turning points • Copperheads and suppression of

habeas corpus • Identify role of the media

(newspapers and cartoons) • Technology of the Civil

War (submarines, camera, bullets) • The NYC Draft Riots • Emancipation Proclamation • Medicine of the Civil War • Understand the end and immediate

eff ects • Identify who fought North vs.

South • Identify symbols (Blue vs. Gray,

confederate flag) • Identify why they fought (preserve

the Union, end slavery) • Identify the presidents (Lincoln,

Davis) • Identify why the North wins

(factories, population) • Identify roles of women in war

(nurse, soldiers, clothing, spies, factories, farming)

• What was slave lif e li ke?

• Begin with, and incorporate throughout, fil m and music to motivate students on topic

• Use maps and graphs early on to familiarize students with the basics

• Use reading strategies such as Holistic Reading Comprehension, QtA, triple-entry notation, highlight and revisit, SOAPS, and 5-3-1 (see worksheets) to maximize reading comprehension

• Debate issues like the draft and suppression of habeas corpus

• Create annotated/ill ustrated timelines to sequence accumulated information

• Possible culminating projects: o Living Newspaper through

various perspectives o Museum Exhibit featuring

original student historical fiction, artifacts, art, curator reports and captions

• Mapping the Civil W ar • Graphing war casualties • Docum ent analysis • Categorization of inform ation • Cause and effect relationships • Sequencing events • Argum entation and debate • Reading com prehension • Note-taking • Organizing ideas with supporting

details for HS, Regents-style essay writing

Possible Student Projects/Products: Social Studies

• What were the roles of slaves, free blacks, and women? • What causes war?

o Brainstorm reasons why people fight each other. Create a cluster m ap. Organize into categories (power, wealth, values or “m orality”)

• To what were the Draft Riots a response? • Com pare fighting styles from CW (Gettysburg/PBS series)

and three worlds m eet (Journey to New W orld) • Use berry ink to write letter/diary as CW soldier. • Be a speechwriter helping Abraham Lincoln with

Gettysburg Address. • Technological advances:

o Trenches, subs, iron sides, m edicine behind weaponry, rifle m uskets with grooved barrels.

o Musket ball (round) vs. grooved barrel (football) led to snipers

• Symbols of the CW : Am erican flay, Grey vs. Blue, Johnny Reb, Dam n Yankee

Literacy • Letters and diary entries from different military and

civilian point of views • Develop reading com prehension skills through focused

CW passage reading. • Com pare different writing genre styles used during the

CW (letter, speech, newspaper article, m em oir, etc.) • Create own writing piece based on particular genre. • Script writing for the creation of a video

clip/slideshow/reenactm ent of key CW idea. • Living newspaper of various groups affected by CW

(Freed m en, immigrants, New Yorkers, wom en, soldiers, governm ent officials)

• Museum : artifacts, curator reports, historical fiction writing as if they were from the CW time period, display labels, m aps, charts, and graphs created by the student curators

Dram a • View and/or create video clips of key events • Battle Hymn of the Republic • Drum corps reenactm ents • Reenactm ents/role play of Civil W ar battles • Living Newspaper from m ultiple perspectives

M athem atics • Create graphs (line, bar, or circle graphs) based on

statistics on CW fatalities, etc. • Use m aps and num bers to create a statistical understanding

of where the CW battles and deaths primarily occurred, based on states (i.e. electoral m ap).

• Devise grid m aps with scales based on CW battles.

Materials

Video • Gangs of New York clips • PBS Civil War series clips • Gettysburg clips • Glory clips • Gone With the Wind clips • Red Badge of Courage clips

Audio • Gettysburg soundtrack • Abraham Lincoln address • Battle Hymn of the Republic • When Johnny Comes Marching Home

o http://www.civilwarmusic.net/songs.php (music)

• http://www.civilwarmusicstore.com/ (music) Im ages

• Photographs of the battlefields from CW photographers • Civil W ar Extra from New York Times photo archives teaching

kit • http://www.sonofthesouth.net/Thom as_Nast.htm • http://memory.loc.gov/amm em/cwphtml/cwphome.html

(Library of Congress photos) • Harper's W eekly covers during war

o http://www.sonofthesouth.net/leefoundation/civil-war-1863.htm

http://m emory.loc.gov/amm em/ndlpcoop/nhihtml/cwnyhshome.html (photographs, drawings, prints, posters, m anuscripts)

Docum ents • Letters and journals from soldiers and civilians • Emancipation Proclamation • A House Divided Speech, Gettysburg Address, Second

Inaugural Address • Conscription laws • Newspaper accounts • Battlefield maps • Political cartoons

Books Read Alouds

• Killer Angels by M ichael Shaara • Gods and Generals and The Last Full Measure by Jeff Shaara • Maritcha by Tonya Bolden

Independent Reading • To Be A Slave by Julius Lester • Vicksburg by Mary Ann Fraser • Clara Barton and the American Red Cross by Eve Marko

Additional Resources • The Historical Atlas of New York City by (TAH) • Grant and Lee Teaching Binder (NYHS) • New York Divided: Slavery and the Civil W ar Teaching

Binder (NYHS) • Slavery in New York (NYHS) • Civil W ar for Kids: A History with 21 Activities by Janis

Herbert (great photos and some activities) • Jackdaws broadsides of Civil W ar political cartoons at:

Webquests • http://www.todaysteacher.com/CivilWarWebquest/CivilWarWebquest.htm • http://www.coollessons.org/civilwarpaper.htm • http://coe.west.asu.edu/students/hcarter/webquest.htm • http://www.sdst.org/shs/library/civilwarwq.html

Websites • http://www.nps.gov/gett/ (Gettysburg National

Park) • http://www.civilwar.com/ • http://www.civil -war.net/ • http://www.pbs.org/civilwar/ (excellent

classroom activities) • http://www.historyplace.com/civilwar/index.html • http://www.newyorkdivided.org/ • http://valley.vcdh.virginia.edu/ • http://www.civilwarpoetry.org/

Lesson Plan Aim: How did technology change during

the Civil War?

This is a lesson on cause and effect.1. Repercussions of the rifled bullet.2. Glory film clips on war technology.3. Reading assignment on naval technology.4. Extension Activity

Ideas for Extension/ HW Assignment

• Writing time!• Using notes and memory write one of the

following:– A letter from the battlefield– A journal entry– A section for a textbook

• This could be a preliminary draft towards the culminating project (Living Newspaper or Museum Exhibition)