Thanks so much for purchasing this product! Interactive Notebooks

are an amazing way to get your students engaged and active in their

learning! The graphic organizers and foldables in this resource are

designed to be folded, cut, glued, & written-on to enhance your

instruction of history. It’s always amazing to see the creativity some

of your students will put into their creations!

If you have any questions about this or any resource, don’t hesitate to

contact me by clicking on any of these:

http://www.teacherspayteachers.com/Store/Students-Of-History/

Beginning of the Civil War Vocabulary Foldable

Directions: Cut out this foldable graphic organizer along the dotted lines and then fold and glue into your

notebook. Underneath each term write a definition in your own words on one side and then draw a picture to

represent the term on the other side of the flap.

Glu

e her

e in

to Y

our

Note

book

Missouri Compromise

Free-Soil Party

Abolitionist

Compromise of 1850

Dred Scott Decision

Kansas-Nebraska Act

Popular Sovereignty

The Liberator

Fugitive Slave Law

Confederacy

Secede

Directions: The decade before the Civil War saw many events that led to tension between North and South. Some

were positive for Northern states and some for the South. Place the events below onto an interactive illustrated

timeline in your notebook.

Steps 1. First find out when the event took place

2. Decide whether it was positive for the North or the South. If it was good for the North, write the event on

the top half the timeline. If Southerners would be pleased, write the name of the event below the line.

3. Draw a picture to represent the event.

Events to Include Dred Scott Decision

Abraham Lincoln Elected

Uncle Tom’s Cabin published

South Carolina secedes

John Brown attacks Harpers Ferry

The Fugitive Slave Act

Kansas Nebraska Act

Abraham Lincoln debates Stephen Douglas

The Confederacy is formed

Harriet Tubman escapes to Philadelphia

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Glue Goes Here and

Paste in Notebook

Compromises

over Slavery &

Statehood

Directions:

The years

before the

Civil War saw

several

compromises

and acts each

time new

states would

join the union.

Congress

sought to

always keep a

balance of

Free and Slave

states.

Cut out this

foldable along

the dotted lines

and then glue

it into your

notebook.

Color each

map based on

the included

key. Behind

each flap,

describe

why the

compromise

was reached

and it did.

Compromise of 1850 Kansas-Nebraska Act

Missouri Compromise Key

□ Free States

□ Territory closed to slavery

□ Slave States

□ Territory Open to Slavery

Compromises Over Slavery & Statehood Samples

Comparing the Union and Confederacy Venn Diagram

Directions: At the outbreak of the Civil War, the Union and Confederacy were similar but very different places.

Use the Interactive Venn Diagram below to compare them. First, cut along the dotted lines and place glue only

behind the shaded titles on either side so that the top and bottom flaps can be folded up and down. Underneath

each flap, write characteristics that apply to that area and on top of the middle, write characteristics that apply

to both the Union and Confederacy. Think about their economies, people, and leaders of each.

The Union

The

Confederacy

Both

Comparing the Union and Confederacy Venn Diagram Samples

Dir

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Cut

out

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key.

http://www.teacherspayteachers.com/Store/Students-Of-History/

Directions: Abraham Lincoln was an incredible writer and gave some of the most famous speeches in American

history. He also issued historic presidential proclamations that changed America. Cut out his top hat and the 3

works below along the dotted lines and fold it so they can be placed into his hat. Then on top of each scroll,

write the date the speech/proclamation was issued and its message.

Bottom Tab (Glue here)

Sid

e T

ab

(glu

e)

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Directions: For each box, complete the missing information by identifying the person, drawing a picture, or

giving a quote that represents their contribution to this period.

I was a leading Confederate

general who earned my famous

nickname at the First Battle of

Bull Run.

Ulysses S. Grant

Robert E. Lee

________________

________________ ________________

I was a former slave and prominent

abolitionist who Urged President Lincoln

to recruit former slaves to fight.

__Jefferson Davis____

Directions: During the Civil War, children’s journals were common and promoted patriotism. A popular one

was Our Young Folks, which included this Illustrated Rebus: a puzzle with pictures and clues meant to spell out

a phrase. Cut this out , and see if you can decipher what this one means by writing your translation in the box!

My Translation

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

Directions: During the Civil War, children’s journals were common and promoted patriotism. A popular one

was Our Young Folks, which included this Illustrated Rebus: a puzzle with pictures and clues meant to spell out

a phrase. See if you can decipher what this one means!

Actual Poem In the cause of Independence our fore-fathers sacrificed their lives and fortunes. Let us aim to hand down to latest posterity the priceless heritage of the Union, cemented by their richest blood.

Translation [(Inn) T (he) caws of (in D pen den CE) (hour) (four fathers) (sac- rifice) ed T (hair) live (sand) (four tunes). (Lettuce) (aim) 2 (hand down) (too late) est (poster) I (tea) the pr(ice) less (her) (eye) t (age) of the Union (seamen) ted (bee) y (thei) r (rich) est (blood).]

Directions: Use the pictures and quotes to complete each box. First draw a picture of what you think the person

looked like. Then in the bubbles around him or her write some of the things he or she was thinking or feeling.

Union Soldier Confederate Soldier

War Nurse

Civilian

Teacher Directions: Print out these 8 pages of quotes and photos and hang them around the room (they can also

be done in groups or at stations). Have students take notes on what they see and read and after going through all

of them, students should then complete the graphic organizer on the previous page.

Towards the end of the war a patient came in wounded in the arch of his foot and a large growth

of infected matter grew on the wound. Surgeons wouldn’t remove it; because they were afraid to

damage nerves in his foot. Well, one morning I went to see the patient, and the mass was gone,

leaving a deep, but clean, hole in his foot. We were trying to figure out how it happened when

we finally realized that while he was sleeping, a rat ate the rancid flesh and left a healthy and

clean wound! That rat was one talented surgeon!

Phoebe Yates Pember

Head Nurse at a Confederate hospital in Richmond.

If rations were running low we’d have a rat hunt and see how many we could drum up. Once we

caught ‘em we had a pretty good recipe. First the rat must be skinned, cleaned, then his head cut

off and his body laid upon a square board, with the legs stretched to their fullest extent and

secured upon it with some nails or tacs. Then we’d baste him up with bacon fat and roast for

about 8 minutes before a good fire like canvas-back duck.

Francis Barlow, Florida

South Carolina slave holder as I am, my very soul sickens at the sight of a slave auction– it is too

dreadful and sad. I suppose one good thing to come from this awful war is that these will come

to an end, though it also means an end to my family.

Mary Chesnut

South Carolina

One morning there was great excitement at the report that we were going to be sent to the

front… Our mothers—God Bless them! —brought us something good to eat— pies, cakes,

doughnuts, and jellies. One old lady brought her son an umbrella… Handkerchiefs were waved

at us from all the houses we passed; we cheered till we were hoarse!

Richard Colhouser

Maryland Infantry

Mother if all our army felt as I feel when I go into battle, the war would soon be over, but I am

sorry to say that we have got too many in the army that are not fighting for their country but for

money and all they think of when they go into battle is how to...skulk behind the first

stump...[and] keep out of danger.

Salson McCoultry

Pennsylvania Calvary

I never had a taste for war – indeed it was always an unmitigated horror of evil to me worse than

pestilence or famine. But as it is an obvious fact that this war has been forced upon us by a bitter

and arrogant despotism I must meet the challenge.

William Elliot

Virginia Infantry

If our negroes are freed then this country is not worth fighting for.... We can only live & exist by

that species of labor: and hence I am willing to continue to the last.

Benjamin Burton

Mississippi Infantry

My duties in this life are first to my God, second to my country, third to my mother. Oh my

country, how my heart bleeds for your welfare. If this poor life of mine could save you, how

willingly would I make that sacrifice!

Michael Hollander

New York Infantry

It is astonishing how things have changed in reference to freeing the Negros. It always has been

plane to me that this race must be freed before god would recognize us...we boast of liberty and

we Should not be Selfish in it as God gives us liberty we Should try to impart it to others. Now

that Lincoln issued the Emancipation, I believe we are on gods side...now I can fight with a good

heart.

David F. Mace

Minnesota Calvary

After fighting the Rebs here for 6 months, I decided that if I owned Texas and Hell, I'd rent out

Texas and live in Hell.

Union General Phillip H. Sheridan

Union soldiers playing a game of dominos outside Gettysburg, PA.

Confederate soldiers playing a game of cards outside Savannah, Georgia

A Union soldier reading a letter during downtime.

African-American Union soldiers in formation in Massachusetts.

Civil War Union nurse in her uniform.

Civil War Confederate nurse in her uniform.

Directions: Cut out the graphic organizer map labelled “Battles of the Civil War”. For each battle listed draw an

arrow to where it occurred on the map. Then in the box, give the (1) date of the battle; (2) winner if the battle;

and (3) significance in terms of the Civil War.

’

Directions: As the Civil War was coming to a close, various plans were developed about how the Southern

states should be treated and how they should be brought back into the Union. Cut out the graphic organizer

below and glue it down under the title so the 2 plans can be lifted up. Under each flap, describe the specifics of

that plan for Reconstruction. On the front, create a poster to show support for the plan.

Civil War & Reconstruction Vocabulary Foldable

Directions: Cut out this foldable graphic organizer along the dotted lines and then fold and glue into your

notebook. Underneath each term write a definition in your own words on one side and then draw a picture to

represent the term on the other side of the flap.

Glu

e her

e in

to Y

our

Note

book

Appomattox Court House

Robert E. Lee

Ulysses S. Grant

Gettysburg

Emancipation

Proclamation

Reconstruction

Amendments

Scalawags

Carpetbaggers

Sharecropping

Compromise of 1877

Grandfather clause

Directions: The Reconstruction Amendments are the 13th

, 14th

, and 15th

Amendments to the United States

Constitution. They were adopted between 1865 and 1870, the five years immediately following the Civil War.

Cut out the entire circle below and glue it into your notebook. Then summarize what each amendment did

under its flap.

Glue

Here

Onto

Your

Notebook

http://www.teacherspayteachers.com/Store/Students-Of-History/

Directions: Immediately following the Civil War, many northerners headed to the southern states and were

called “Carpetbaggers” due to the popular luggage at the time. Scalawags were southern whites who supported

Reconstruction. Cut out the graphic organizer below along the dotted lines then glue it into your notebook by

placing glue only under the title. On your notebook paper under each flap, write down who these people were

and their motivations during the Reconstruction Era. Then, finish the cartoons of each person on the top to

show what they were known for.

Directions: Immediately after the Civil War there was an upswing of pride and patriotism among some Americans,

especially in the North. President Lincoln’s famous “Gettysburg Address” spoke of how the war was meant to ensure

that equality and freedom lived on. The cartoon below was drawn by Thomas Nast and published Nov. 22, 1869. It

endorsed the 15th Amendment and showed America’s ethnic diversity. Cut out the complete shape below then fill in

the speech bubbles of various people with what dome of their concerns might be now that the war was over. Do they

believe America is “free and equal for all”? Then draw your own cartoon to show one of their perspectives.

Here are some additional resources for teaching about the Civil War and Reconstruction that fit in perfectly with

these Interactive Notebook graphic organizers!