The

Civil War

The Civil War

$150 for 5 weeks

Teacher

Allison Bruning

Textbook

We will be using "The Americans" by McDougal Littell. ISBN: 0-395-85182-3. This textbook is available on Thriftbooks.

Homework

Homework assignments are given through Classcraft. Students will have 4 - 8 assignments per week that build from simple to complex. The homework listed below is the final assignment (complex one) for that week in Classcraft. 

Project

Students will create a board game that will them keep track of people and events from the Civil War. Students may use a map of the United States as a game board. They should consider the following suggestions for their game:

1) Keep track of dates, locations, and key people as they read in this course. 

2) Add to their board game the cities where important battles were fought. 

3) Identify who or what your games pieces will be.

4) Develop a strategy for moving games pieces around the board. 

Students will present their game and how to play the game in the last session. 

Subjects

History

Ages

13 - 18  years old

   

Sessions

 

Session 1: The Civil War Begins

LESSON OBJECTIVES: 

Students will identify Fort Sumter, Anaconda plan, Bull Run, Stonewall Jackson, George McClellan, Ulysses S. Grant, Shiloh, David G. Farragut, Robert E. Lee and Antietam. 

Students will be introduced to their course project.

Students will explain why Jefferson Davis decided to go to war. 

Students will contrast the strengths and weaknesses between the South and North.

Students will explain why spectators picnicked at the Battle of Bull Run. 

Students will analyze why boys served in both the Union and Confederate armies. 

Students will summarize what the Battle of Shiloh showed about the future course of the war.

Students will contrast the leadership of General Grant and General McClellan.

Students will answer the following questions and justify their answers with facts.

1) Do you think President Abraham Lincoln's decision to fire General McClellan was a good one?

HOMEWORK

1) Complete Section 1 Assessment on page 317.

2) Read pages 318 - 322 in course textbook.

3) Start your course project. 

Session 2: The Politics of War

LESSON OBJECTIVES: 

Students will review their homework.

Students will identify Emancipation Proclamation, habeas corpus, Copperhead, conscription and bounty.

Students will analyze how economic factors affected British policy toward the Confederacy and their reaction to the American Civil War.

Students will contrast the leadership of Abraham Lincoln and Jefferson Davis. 

Students will summarize how the Emancipation Proclamation was a military strength of President Abraham Lincoln.

Students will examine how the Civil War affected Native Americans, especially the Cherokee. 

Students will analyze factors that played a part in the 1863 New York City riot.

HOMEWORK

1) Complete Section 2 Assessment on page 322.

2) Read pages 323 - 328 in course textbook.

3) Continue working on your course project. 

Session 3: Life During Wartime

LESSON OBJECTIVES: 

Students will review their homework.

Students will identify Fort Pillow, income tax, Andersonville, Mary Chesnut and Clara Barton. 

Students will analyze the victory of the 54th Massachusetts and why that was important.

Students will summarize how African Americans contributed to the struggle to end slavery.

Students will analyze what caused food shortages in the South

Students will contrast the damaged economies of the North and the South during the Civil War. 

Students will explain why so many prisoners of war died.

Students will analyze battlefield medicine. 

Students will summarize how and why the Sanitary Commission improved medical treatment during the war. 

HOMEWORK

1) Complete Section 3 Assessment on page 328.

2) Read pages 329 - 339 in course textbook.

3) Answer questions on the Interact with History section on page 339.

4) Continue working on your course project. 

Session 4: The North Takes Charge

LESSON OBJECTIVES: 

Students will review their homework.

Students will identify Gettysburg, Chancellorsville, Vicksburg, Gettysburg Address, William Tecumseh Sherman and Appomattox. 

Students will describe what General Lee hoped to gain by invading the North.

Students will explain why it was important that Union held onto the high ground in Gettysburg. 

Students will explain why the battle of Gettysburg was a disaster for the South

Students will summarize the beliefs abut the United States that President Abraham Lincoln expressed in the Gettysburg Address. 

Students will contrast the leadership of Generals Ulysses S. Grant and Robert E. Lee. 

Students will explain how discount among the members of the Confederate Congress affected the war. 

Students will analyze General William Techumseh Sherman's objectives in marching his troops from Atlanta to Savannah. 

Students will answer the following questions and justify their answers with facts.

1) Why do you think President Abraham Lincoln didn't want to punish the Confederacy?

Students will analyze Civil War photography.

HOMEWORK

1) Complete Section 3 Assessment on page 328.

2) Read pages 299 - 307 in course textbook.

3) Continue working on your course project. You will present your project in the next session.

Session 5: The North Takes Charge

LESSON OBJECTIVES: 

Students will review their homework.

Students will identify Monitor, Merrimack, Thirteenth Amendment and John Wilkes Booth. 

Students will describe how the power of the federal government increased during the war.

Students will analyze how the war widened the economical gap between the North and the South. 

Students will analyze the importance of the Monitor and the Merrimack 

Students will describe how technology affected military strategy during the Civil War. 

Students will describe the effects the Civil War had on individuals.

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