Unit Title:
One Nation Under God, Divided by Man
A 5th Grade Integrated Interdisiplinary Unit on
The American Civil War
OVERVIEW
I. CONTENT
This unit was developed to introduce fifth grade students to:
1)
the causes of the Civil War,
2)
the character of American Society during the Civil War,
3)
the economic impact of the war, and 4) the key events and personalities of the Civil War.
II. PROCESS
Students will gain knowledge regarding the Civil War and American Society during the 1860's. They
will also comprehend and apply higher order thinking skills through the various products, activities,
independent research & cooperative groups that they engage in daily.
III. PRODUCT
Students will have an understanding of the culture of American society during the Civil War, and of the
reasons for and consequences of the Civil War. The students will develop the ability to apply higher
order thinking skills across the curriculum and extend this process into their everyday life.
Unit Overview
GOAL 1: Understand the political and historical reasons for the Civil War.
GOAL 2: Know and understand the impact of the Civil War on our nation.
GOAL 3: Know and understand the who's, what's, when's, why's and where's of the Civil War.
GOAL 4: Be able to describe and understand the nature of daily life in the United States during the Civil
War.
I-SEARCH INDEPENDENT RESEARCH PRODUCTS
FOR GIFTED AND TALENTED STUDENTS
1 PARADOXES
Jethro in Across Five Aprils explained aspects of war that were beautiful. There are people today who
still believe that war is necessary, and in fact, beautiful. Research and explain these ideas through
creation of a magazine article.
2. ATTRIBUTES
After investigating the elements of the Southern Pre-Civil War culture. Choose one element of that
culture to research and make a model for display.
3. ANALOGIES
Research and compare the American Revolutionary War to the American Civil War. Make a Venn
Diagram showing this comparison.
4. DISCREPANCIES
Lincoln claimed to be anti-slavery and stated that all men were equal, yet when he issued the
Emancipation Proclamation it only freed the slaves in states that were at war with the Union. Research
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another event in history when a government leader says one thing and does another. Create a television
news show program to report this.
5. PROVOCATIVE QUESTIONS
Life as a slave on the Underground Railroad was very difficult at best. The realities include hunger,
hiding, no medical care, the trip took months, etc. Research the reality of life on the Underground
Railroad and write a week's worth of diary depicting your daily life.
6. EXAMPLES OF CHANGE
The technology of warfare has changed greatly since the Civil War. Research these changes and prepare
an illustrated timeline to demonstrate the most important of those changes.
7. EXAMPLES OF HABIT
It was typical during the Civil War for troops to march directly into battle, and for the battle to be
scheduled ahead of time. This resulted in an extreme number of casualties. Wars since that time have
been less structured.
Research the changes in warfare habits of foot soldiers and create a diorama depicting these changing
habits.
8. ORGANIZED RANDOM SEARCH
Today our mode of dress is very different from that of the Civil War days. Research the mode of dress
during the Civil War for men, women and children and the changes dress has made over the years. Make
a timeline showing those changes. From your research, construct a costume of the mode of historical
dress you like the best.
9. SKILLS OF SEARCH
Research the way cotton was made into cloth during Civil War times and the way it is currently
manufactured. Create a bulletin board showing these processes.
10. TOLERANCE FOR AMBIGUITY
After the Civil War African Americans were given the same rights and privileges as White Americans,
yet many Southern governments found ways of limiting those rights. Research and report how they
interpreted the law for their own purpose.
11. INTUITIVE EXPRESSION
Imagine you are a child attending Ford's Theatre the night Lincoln was shot. Write a poem, using all of
your senses, that expresses your thoughts and feelings about the events of that night.
12. ADJUSTMENT TO DEVELOPMENT
The Civil War was caused by many discrepancies and misunderstandings about state rights. Research the
conception of state rights before the Civil War and compare them to today. Create a political cartoon
from the viewpoint of General Lee regarding the conception of state rights before the Civil War. Create
cartoon from the viewpoint of President Clinton regarding state rights today.
13. STUDY CREATIVE PEOPLE AND PROCESS
Research Eli Whitney and the invention of the cotton gin. Analyze the basis for his creativity in
inventing the cotton gin. What led him to this invention? Create a labeled diagram of the cotton gin.
14. EVALUATE SITUATIONS
Robert E. Lee was an officer in the United States Army when the Civil War started. He was asked by
President Lincoln to command the Union army. He chose to fight for the Confederacy. Research the
reasons why he made this decision and write a letter from him to President Lincoln explaining his
decision.
15. CREATIVE READING SKILL
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After reading Charley Skedaddle create a game that would tell fellow students about the book.
16. CREATIVE LISTENING SKILL
Listen to the Mormon Tabernacle Choir "Songs of the Civil War and Stephen Foster Favorites", make a
timeline of the Civil War placing these songs where they would best tell the story of the war.
17. CREATIVE WRITING SKILL
From the viewpoint of a slave, write a short story telling about your life as a slave. Be sure to use actual
research data.
18. VISUALIZATION SKILL
Using research, compare a typical home in the North to a typical home in the South during the Civil War.
CRITICAL THINKING SKILLS
ACADEMIC
ANALYZING HUMAN ACTIVITIES! (AHA!)
(The 10 Foundational Activities of Humans)
1.
PRODUCING, EXCHANGING, AND DISTRIBUTING (ECONOMICS)
(Textbook or Database) Current Textbook
Films: "Gone With The Wind"
Music: "Old Man River"
"North and South"
"Showboat"
"Down and Out in Beverly Hills"
Article: Article about the Lowell System
KNOWLEDGE:
Anticipatory Set:
View a scene from the film, "Gone With the Wind", at the beginning where Scarlett first meets Rhett,
demonstrating the lifestyle of the genteel South.
View a scene from "North and South" demonstrating life in the industrialized North.
1. After viewing the video clips of "Gone With The Wind " and "North and South", the students will list
and describe At least five economic differences between the North and the South.
2. After class discussion, the students will draw and label the major trade routes of both the North and
South.
3. Draw a map of the United States that shows the differences between the North and South in economic
areas.
COMPREHENSION:
1. The North thought the Civil War would be a quick and easy victory. Use your knowledge of the
economy of both sides and defend this position.
2. You are an eleven year old boy or girl living in the North during the Civil War. Write a letter to your
Southern cousin explaining your lifestyle and the changes you see taking place.
3. From what you have observed through the video and discussion, make and analogy to a situation today
where two regions of the U. S. have different lifestyles.
4. After discussing the clips, make a cartoon that tells about the differences between the North and the
South that a third grade student could understand.
APPLICATION:
Anticipatory Set: Students will sing the song "Old Man River" from the film "Showboat".
1. After singing the song "Old Man River", students will consider how the life of a boatman on the
Mississippi might have changed during the Civil War. Produce a political cartoon demonstrating these
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changes.
2. Cotton was the South's main cash crop. Prepare a chart or diagram to demonstrate the different uses of
cotton.
Anticipatory Set:
1. After reading an article about the Lowell System in Mass. that describes the life of a young woman in
this situation, discuss as a class. In learning teams, create an advertisement that would encourage young
women to become a part of this institution.
MATHEMATICS/SCIENCE LINK:
Many machines do work by changing one form of energy into another. Machines that change energy from
an energy source, such as coal or moving water, into mechanical work are called primary movers. A
gasoline engine is an example of a primary moving machine. It uses the chemical energy in gasoline to do
work. In a gasoline engine, gasoline vapors and air are mixed and burned in a cylinder. The hot gases that
form expand and push on moveable parts, called pistons, within the engine. The movement of the pistons
cause the other parts to move, such as wheels or propellers. Gasoline engines are used in lawn mowers,
automobiles, airplanes, and other vehicles.
After discussing chemical and mechanical energy, explain that the cotton gin changed chemical energy
into mechanical energy by using steam. Discuss how this invention changed the way cotton was
processed. What effect might this have had on the use of slaves and the economy?
Send the students out on the school grounds with scissors and instruct them to cut the grass. After their
efforts, discuss how the invention of the cotton gin improved productivity of cotton and the economy of
the South.
Students will be given a piece of material and instructed how to sew it into a pouch. After their efforts,
students will discuss how the invention of the sewing machine in 1852 improved the manufacture of
clothing and the economy.
HIGHER ORDER THINKING SKILLS (H.O.T.S.)
Anticipatory Set:
Watch a video clip from the film " Down and Out in Beverly Hills" showing the differences between
socio-economic groups in America today. Using only the differences in economic status, write a
newspaper editorial that explains your opinion on whether a civil war could happen again, also explain
how it would be different.
INDIVIDUAL JOURNAL ASSIGNMENT:
You are a child who has just moved to one of the Northern states from the South, write a letter to a friend
you left behind explaining how our life has changed and how you feel about it.
HOMELINK:
With your parents, decide based on how your parents make a living whether you would have lived in the
North or the South. Draw a maze that takes you from your home now to the state that you would have
lived in 140 years ago.
2.
TRANSPORTATION (Textbook or Database)
Films: " The Great Locomotive Chase"
"The Adventures of Huckleberry Finn"
Book: Green Eggs and Ham
KNOWLEDGE:
Anticipatory Set:
Students will watch a video clip from the film, "The Great Locomotive Chase" showing trains and other
forms of transportation used during the Civil War. After viewing the film clip, students will identify
different types of transportation used during the Civil War.
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COMPREHENSION:
Students will explain what they think is the most important mode of transportation and tell why they
selected that mode.
APPLICATION:
Anticipatory Set:
Students will watch a clip from the film "The Adventures of Huckleberry Finn" showing the river
transportation used during that time period. Discuss the kinds and uses of river transportation. Students
will construct a boat based on the Civil War time period. They will describe the uses of their boat.
MATHEMATICS/SCIENCE LINK:
Using the boats previously constructed, the students will conduct experiments to determine whether the
material used would allow the boat to sink or float. They will use variables to determine if their boat
would have been serviceable for use on the rivers of Civil War America.
HIGHER ORDER THINKING SKILLS (H.O.T.S.)
Anticipatory Set:
Teacher will read Dr. Seus' Green Eggs and Ham to the class, then ask the students to compose a
nonsense rhyming book of their own about the forms of transportation used during the Civil War.
INDIVIDUAL JOURNAL ASSIGNMENT:
You are a runaway slave, escaping from Georgia to the North. You use the following kinds of
transportation: wagon, horse, boat, and foot. Which form makes you feel safest and why?
HOMELINK:
With your parents, find out the gas mileage your family car gets and how much gas costs per mile.
COMMUNICATIONS (Textbook or Database)
Film:
"How the West Was Won"
"Doctor Quinn, Medicine Woman"
The Gettysburg Address
KNOWLEDGE:
Anticipatory Set:
Show a video clip from the film "How the West Was Won" demonstrating the use of the Pony Express.
Show a video clip from the TV show "Dr. Quinn, Medicine Woman" demonstrating the use of the
telegraph.
After viewing the above film clips, list problems that would occur now if communication was as slow as
during Civil War time.
3.
Discuss problems we would not have now if communication was as slow and ineffective as it was 100
years ago.
COMPREHENSION:
After discussion of how communication has changed over the years, students will construct a Venn
Diagram comparing communication in the 1860s to today.
APPLICATION:
Anticipatory Set:
To emphasize that public speaking was an important form of communication, the teacher will read the
Gettysburg Address to the class. The students will produce a newspaper demonstrating current events of
the Civil War and an editorial on the Gettysburg Address.
MATHEMATICS/SCIENCE LINK:
Anticipatory Set:
Give students a coded message containing the quote: " A house divided against itself cannot stand, I
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believe this government cannot endure permanently half slave and half free." Lincoln Have them work
individually and translate the quote then discuss the meaning and why that message was an important
communication for Civil War American Students will create a code using numbers and or symbols. They
will write a message to a friend in code and give the code and the message to the friend to decode.
HIGHER ORDER THINKING SKILLS (H.O.T.S.)
The students will hypothesize the following question and compose an answer: "If Motorola Pagers were
available during the Civil War, how could this effect the battles and outcome of the war?"
INDIVIDUAL JOURNAL ASSIGNMENT:
You are a courier carrying a message from one general to another, write what that message might be.
HOMELINK:
With your parents, determine ways to improve communication between home and school.
4.
PROTECTING AND CONSERVING (Textbook or Database)
Films: "Gone With The Wind"
Music: "Battle Hymn of the Republic"
"Dixie"; "When Johnny Comes Marching Home"; "Row, Row, Row, Your Boat"
KNOWLEDGE:
Anticipatory Set:
Show a video clip of the burning of Atlanta from "Gone With the Wind".
After viewing the film clip, students will describe how this aided in the destruction of a culture.
Students will describe their own culture and list ways to preserve it.
COMPREHENSION:
Students will choose a tradition in their own family, describe it and defend it as to why it is important to
our society to preserve it.
APPLICATION:
Anticipatory Set:
Play a recording of "The Battle Hymn of the Republic", "Dixie", and "When Johnny Comes Marching
Home Again".
Discuss how preserving those songs and others, has helped us to preserve the culture of the Civil War era.
The students will take a familiar tune, like "Row, Row, Row, Your Boat" and compose a song about a
tradition or something from their culture they think it should be preserved.
MATHEMATICS/SCIENCE LINK:
After discussion about the preservation of food during the Civil War, the class will make beef jerky.
HIGHER ORDER THINKING SKILLS (H.O.T.S.)
The students will construct a time capsule, bringing in items from their culture that they think would be
important to preserve for future generations. They will write an explanation telling why these items are
important for future generations to know about.
INDIVIDUAL JOURNAL ASSIGNMENT:
You are a soldier in the Civil War. Write about one tradition or part of your culture that you miss the
most since you went away to war.
HOMELINK:
Remember with your family traditions that you no longer preserve. Describe those traditions and why you
think they are no longer upheld.
5.
PROVIDING EDUCATION (Textbook or Database)
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Films: "Little Women"
Books: Uncle Tom's Cabin, "North and South";
Now Is Your Time!; McGuffey Reader
KNOWLEDGE:
Anticipatory Set:
Show a video film clip of the film "Little Women" where the youngest daughter has gotten her fingers
cracked for not knowing her facts. Show a video film clip from the film "North & South" where the boys
were attending West Point College. Students will list all the words that describe the educational setting,
subjects studied and conditions of the schools of the Civil War Era.
COMPREHENSION:
Students will work in groups and write a skit to demonstrate a typical day in a Civil War period school.
The students will perform their skit for the class.
APPLICATION:
Anticipatory Set: Teacher will read a selection from a McGuffey Reader to the class. Students will
discuss changes in our textbooks from those of early America. Students will make a pop-up book for
younger children describing early American education to the present.
MATHEMATICS/SCIENCE LINK:
Students will engage in an old-fashioned activity much like those of early American education. Teacher
will write multiplication facts on the board and the students will sit quietly in rows and recite the facts.
After this activity students will compare current teaching methods to those just practiced and write which
method they think is better for learning and why.
HIGHER ORDER THINKING SKILLS (H.O.T.S.)
Anticipatory Set:
Teacher will read an excerpt from Now Is Your Time! regarding the lack of education for slaves. Show a
video clip from the film "Uncle Tom's Cabin" showing slave children being denied an education. Tell the
students that you have just received a communication from Washington, D.C., stating that all schools in
the United States will be immediately closed. How will this affect you now and in the future? How will
this affect the future of the United States? Students will write a radio program about this announcement
from Washington and its effect on the nation and the world.
INDIVIDUAL JOURNAL ASSIGNMENT:
You are a student in a Civil War Era school. Write about a typical day in your life. How will the war
effect you and your school life?
HOMELINK:
With the help of your parents, prepare a school lunch that a typical Civil War Era student might bring to
school. Bring it to school for your lunch tomorrow.
6.
MAKING AND USING TOOLS AND/OR TECHNOLOGY (Textbook or Database )
Film: "Home Improvement"
Music: "I Been Working on the Railroad"
KNOWLEDGE:
After viewing a clip from "Home Improvement" ("Tool Time" segment), students will work in small
groups to produce a list of the different types of tools used during the Civil War era (e.g. hammer, plane,
file, bellows, nails, furnace, simple machines, spinning wheel, washboard, pot, loom, hoe, shovel, axe,
pick, churn, and various other utensils).
COMPREHENSION:
Students will give examples of colonial and modern day tool use to create a class mural. For example,
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they may show a person churning butter, spinning cloth, farming, etc.
APPLICATION:
After listening to "I Been Working on the Railroad", students will brainstorm a list of resources available
during the 1860s and how tools looked. Students will construct a clay sculpture of a tool from the 1860s.
MATHEMATICS/SCIENCE LINK:
You are building a shed of wood. The shed will be 8 ft. wide X 10 ft. long x 8 ft tall. Your task is to
figure the linear feet of boards you will need to complete this shed. After you have the total number of
feet, consider that the maximum length of each board you can buy is 8 feet. How many boards will you
need to buy to complete the shed? The roof will be tin and it comes in sheets 4 ft. X 5 ft. How many of
these sheets will you need to cover your shed?
HIGHER ORDER THINKING SKILLS (H.O.T.S.)
Read an article about future technology that was written in the past (e.g. 1950), then read one about future
technology that was written in the present. Discuss what the authors that wrote the articles and what the
students think about changes in technology of the future. The students will then write a magazine article
of their own about technology of the future from the perspective of someone living in the1860s.
INDIVIDUAL JOURNAL ASSIGNMENT:
Imagine you are a person from 1860 and you were suddenly transported into 1996. Explain how you
would feel and the changes you would see.
HOMELINK:
With a member of your family prepare a meal without using any modern day conveniences. Write any
difficulties you had and your families reaction to this meal.
7.
PROVIDING RECREATION (Textbook or Database)
Film: "Take Me Out To The Ball Game"
Poem: "Casey At The Bat"
Book: Roller-skates
Music: "Take Me Out To The Ball Game"
KNOWLEDGE:
Anticipatory Set:
View a film clip of "Take Me Out To The Ball Game" demonstrating the baseball game as it was played
then, Teacher will read the book Roller-skates to the class and discuss the invention of roller skates
during the Civil War period. Students will describe the changes in baseball over the years, Students will
brings their roller skates to school and demonstrate how to roller skate.
COMPREHENSION:
Students will give examples of other forms of recreation that have been handed down from the past. Then
students will describe forms of recreation that are fairly new, like Haky-Sacs, and describe how they think
they could change in the future.
APPLICATION:
Anticipatory Set:
Read the poem "Casey At The Bat" to the class.
Students will create a slogan banner for the Muddville team.
MATHEMATICS/SCIENCE LINK:
Students will compute the batting averages of baseball players using baseball cards. Based on the players
average, determine the probability of the batter hitting the next good pitch.
HIGHER ORDER THINKING SKILLS (H.O.T.S.)
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Anticipatory Set:
Sing the song "Take Me Out To the Ball Game".
Compare and contrast family recreation of the Civil War period with family recreation activities today.
Construct a picture essay showing these differences.
INDIVIDUAL JOURNAL ASSIGNMENT:
Using the tune of "Take Me Out To The Ball game", compose a recreational song that could have been
sung during the Civil War period.
HOMELINK: Make up a game that could have been played by children during this time period. Gather
the materials and bring them to school to teach the class how to play the game.
8.
ORGANIZING AND GOVERNING (Textbook or Database )
Textbook: United States and Its Neighbors
KNOWLEDGE:
Anticipatory Set:
Teacher will select two students to read "Point" and "Counterpoint" page 431, from the book United
States and Its Neighbors.
Students will list the reasons given for the war. The class will discuss these reasons as a whole group.
Students will be given a map of the United States. We will discuss how the nation was divided. Students
will be instructed to color the Union states blue, the Confederate states grey, and the border states green.
COMPREHENSION:
Students will write a one-day journal entry defending why they would be loyal to either the North or the
South.
APPLICATION:
Anticipatory Set:
After viewing the maps previously completed, students will construct a salt dough map of the United
States indicating the loyalty of the states during the Civil War. You are a newspaper reporter during the
Civil War, interview Abraham Lincoln and Alexander Hamilton and find out where their loyalties lie and
why.
MATHEMATICS/SCIENCE LINK:
Using the maps previously completed, the students will figure the percentage of land each side had. They
will research the amount of population, railroads, money & banks, and factories each side possessed.
They will calculate the percentage of each of these. Students will construct a bar graph showing the
strengths of each side using these percentages.
HIGHER ORDER THINKING SKILLS (H.O.T.S.)
Anticipatory Set:
Teacher will present Abraham Lincoln's quote, " A house divided against itself cannot stand. I believe
this government cannot permanently endure half slave and half free. "Students will write an editorial
essay analyzing this statement.
INDIVIDUAL JOURNAL ASSIGNMENT:
Choose a side - You are a student living in 1861. Write about how you feel upon hearing that the Civil
War has started.
HOMELINK:
With your parents, research your family tree at least 4 generations back from you. Would your family
have lived in a Union or Confederate state at that time? From what you have learned, which side would
you family have supported?
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9. MORAL, ETHICAL, AND SPIRITUAL BEHAVIOR(Textbook or Database)
"The Emancipation Proclamation"
Book: Follow the Drinking Gourd
Letter from Mrs. Hickman - Appendix
KNOWLEDGE:
Anticipatory Set: Teacher will read "The Emancipation Proclamation".
Students will brainstorm ideas as to why Lincoln might have worded the Proclamation like he did.
Students will list the reasons why Lincoln presented the Proclamation.
COMPREHENSION:
Students will answer the questions: "Why would it be important for the Union to demoralize the South?"
APPLICATION:
Lincoln had to be very careful in his wording not to antagonize the border states. If he had antagonized
them, they might have seceded from the Union. This could have had a serious effect on the war. Rewrite
the Emancipation Proclamation in such a way that could have changed the outcome of the war.
MATHEMATICS/SCIENCE LINK:
Anticipatory Set:
Read Follow The Drinking Gourd. Discuss the story.
Students will construct a map in the form of a song that will get them to a place where they feel free.
HIGHER ORDER THINKING SKILLS (H.O.T.S.)
Anticipatory Set:
Teacher will read the letter from Mrs. Hickman (Appendix), to the class. Students will pretend they are
Abraham Lincoln receiving this letter and write a response. Be sure they notice that Mrs. Hickman is
from a border state.
INDIVIDUAL JOURNAL ASSIGNMENT:
1. You are the younger son or daughter of Mrs. Hickman, write your own letter to Abraham Lincoln.
2. You live in a border state with family members fighting on both sides. How would you respond if
someone asked you which side you were for?
HOMELINK:
With your parents locate a family member or a family friend who is currently serving in the armed forces.
Write a letter to that person supporting them for their part in your safety and freedom.
10.
AESTHETIC NEEDS (Textbook and Database)
Mathew Brady, His Life and Photographs
Books: Across Five Aprils
Poem: "O Captain! My Captain!
Film: "Gone With the Wind"
KNOWLEDGE:
Anticipatory Set:
Read an excerpt from Across Five Aprils page 15 where Jethro is thinking about what war looks like.
Brainstorm and list what Jethro says and what the students think could be considered beautiful about war.
COMPREHENSION:
Students will paint a picture showing Jethro's idea of what war looks like.
APPLICATION:
Anticipatory Set:
Teacher will read "O Captain! My Captain!" by Walt Whitman. Discuss the imagery of the poem. What
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you see when you hear the poem. Consider the metaphors. Explore the correlation between this poem,
the end of the Civil War and Lincoln's assassination. Students will construct a diorama depicting the
above poem, Lincoln's assassination, or the end of the war, or any combination of the three.
MATHEMATICS/SCIENCE LINK
Explore photography during the 1860s. Information from Mathew Brady, His Life and Photographs is an
excellent source of scientific information to use here.
HIGHER ORDER THINKING SKILLS (H.O.T.S.)
Anticipatory Set:
View a video clip from "Gone With The Wind" showing the plantation. After viewing the above video
clip, students will work to construct a model of a plantation.
INDIVIDUAL JOURNAL ASSIGNMENT
Write about a person who you feel is worthy of having a tribute like "O Captain! O Captain!"
HOMELINK:
Check at home to locate artifacts from the Civil War period or pictures from that period in time.
11.
FORT SUMTER (Textbook and database)
Tape or CD of bombing Film: "Glory" "North & South"
KNOWLEDGE:
Anticipatory Set:
Darken the room and play a tape or CD depicting a bombing to illustrate how it might have sounded
inside Fort Sumter. Discuss the reason and outcome for this battle. Students will work in small groups
and perform a press conference with President Lincoln about the Battle of Fort Sumter. Students will list
the strengths of the Union and the Confederates.
COMPREHENSION:
Though there were many events that led to the Civil War, explain the event that triggered the actual
fighting.
APPLICATION:
Anticipatory Set:
View a video clip from either "Glory" or "North and South", showing soldiers from both sides. Students
will create a recruiting poster for either the Union or Confederates. Students will conduct a survey of
other fifth grade classes to determine who they think actually started the war.
MATHEMATICS/SCIENCE LINK:
Students will construct catapults and learn about trajectory, variables to make it shoot farther, and angle
of shot.
HIGHER ORDER THINKING SKILLS (H.O.T.S.)
Students will work in teams and schedule an organized debate about who actually started the Civil War.
INDIVIDUAL JOURNAL ASSIGNMENT: You are Major Anderson of the Union Army, inside Fort
Sumter, what would you tell your troops?
HOMELINK:
With your family, discuss what provisions you would have to make if you knew a major disaster was
about to occur.
12.
BATTLE OF BULL RUN (Textbook or database)
Film: "North and South" - Pamphlets from theme parks
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Book: The Compact History of the Civil War
KNOWLEDGE:
Anticipatory Set:
Read about the Battle of Bull Run from the textbook. Given a map of Virginia, students will label the
Union and Confederate troops locations. Students will make a crossword puzzle containing facts about
the battle as clues.
COMPREHENSION:
Students will prepare a lesson plan to teach a younger class about the Battle of Bull Run.
APPLICATION:
Anticipatory Set:
After viewing a video clip of the film "North and South" depicting Stonewall Jackson and the Battle of
Bull Run, students will role play the battle. Be sure they understand how the North was picnicking and
taking their time when they were attacked.
MATHEMATICS/SCIENCE LINK:
In the Battle of Bull Run there were 481 killed from the Union, 1,011 wounded, 1460 missing and
captured. The Confederacy had 269 killed, 1,483 wounded. What was the percentage of people killed?
What was the percentage wounded? What was the percentage of each side killed and wounded? Based
on these statistics on which side would you have whether been fighting for?
HIGHER ORDER THINKING SKILLS (H.O.T.S.)
Anticipatory Set: Pass out pamphlets advertising theme parks.
If Bull Run were made into an amusement park, what kinds of activities would you find there? Create a
pamphlet advertising this attraction.
INDIVIDUAL JOURNAL ASSIGNMENT:
Anticipatory Set: Teacher will read pg. 40 of The Compact History of the Civil War
Imagine that you are a man or woman in this group. Explain what you saw. Compare it to what you
thought you would see. Write how you felt about it.
HOMELINK:
At home make a model of one ride in your theme park or make a detailed map to scale of the theme park.
13.
ANTIETAM (Textbook or Database)
Film: "The Civil War"
Book: The Compact History of the Civil War
KNOWLEDGE:
Anticipatory Set:
After viewing a map of the Battle of Antietam. Students will color and label the different components of
the battle and construct a map key. Students will match the generals with the side they fought on and
their part in the battle.
COMPREHENSION:
As a class discuss the battle, strategies, and the map. Students will make a museum exhibit that would
provide knowledge about the Battle of Antietam to an average American.
APPLICATION:
Anticipatory Set:
Students will imagine what they think Robert E. Lee looked like. Discuss. After viewing a video clip of
"The Civil War" showing Robert E. Lee and a photo of Lee, students will create a paper doll of Robert E.
Lee and dress him in full uniform to demonstrate their knowledge of Lee and the dress of the South.
12
MATHEMATICS/SCIENCE LINK:
During the Civil War, more than twice as many soldiers died of disease than in battle! Many died
because the doctors and nurses of that time did not understand the importance of sanitation. Un-sterile
supplies and equipment aided in the spread of bacteria, helping to transmit disease from one patient to
another. But the doctors and nurses did the best they could, and they cannot be blamed. They were
giving help to others in ways that were practiced in those days. Today, we realize the importance of
cleaning a wound, applying antiseptics to prevent infection, and using sterile supplies and equipment. We
know more about what causes and spreads disease. If modern medical ways had been known during the
Civil War, many deaths would have been prevented. If you were a medical person on the battlefield at
Antietam, with your modern knowledge, but not supplies, what kinds of things would you do differently
to help the wounded.
HIGHER ORDER THINKING SKILLS (H.O.T.S.)
Anticipatory Set:
Read an excerpt from a book about the Battle of Antietam, giving a description of the battle, casualties,
wounded, and how the battle ended. Given all of the above facts about this battle, decide who you think
really won and why? Give at least three reasons with facts that support your decision. Be prepared to
defend your decision orally.
INDIVIDUAL JOURNAL ASSIGNMENT:
You are General McClellan of the Union Army. You are on the battlefield at Antietam. You have 20,000
fresh troops and Lee has expended his resources. You don't attack and Lee and his troops leave during
the night. Explain why you did not attack.
HOMELINK:
At home, make a political cartoon about Antietam and Generals Lee and McClellan.
14.
THE MONITOR AND THE MERRIMAC
Film: "Hunt for Red October"
"Ironclads"
(Textbook or Database)
KNOWLEDGE:
Anticipatory Set:
After viewing a video clip of the film, "Ironclads", showing the Monitor and the Merrimac in battle,
describe the ships and draw a picture showing the difference in the ships.
COMPREHENSION:
Students will design a learning center to teach another fifth grade class why the Monitor wanted to
destroy the Merrimac and why the blockades and sea battles were so important in the Civil War.
APPLICATION:
Anticipatory Set: After viewing a video clip of "Hunt for Red October" showing a modern navy,
students will compare the Monitor and Merrimac with the modern navy and tell how these two ships led
to the modern navy.
Students will make a timeline of naval development from the Monitor & Merrimac to present.
MATHEMATICS/SCIENCE LINK:
Students will research modern submarines and battleships and give an oral report to the class.
HIGHER ORDER THINKING SKILLS (H.O.T.S.)
Anticipatory Set: Students will view a video clip from the film "Ironclads" showing the battle of the two
ships. Students will design a battle plan and strategy where one of the ships will win.
INDIVIDUAL JOURNAL ASSIGNMENT:
13
You are a member of the crew on the Monitor, describe your life on board.
HOMELINK:
Student will make a large scale drawing of one of the ships or of a modern naval vessel.
15.
GETTYSBURG (Textbook or Database )
Film: "Gettysburg"
Book: Rifles for Watie
Music: "Battle Hymn of the Republic"
"Dixie"
KNOWLEDGE:
After reading the Gettysburg Address and seeing a 12 min. clip of "Pickett's charge" from the film
Gettysburg, students will list five reasons why the battle of Gettysburg was the most significant battle of
the Civil War.
COMPREHENSION:
In your judgement compare and contrast Gettysburg with 4 other significant battles of the Civil War, Bull
Run, Shiloh, Vicksburg, Atlanta) and explain why Gettysburg was more of a turning point of the war than
some of the other major battles.
APPLICATION:
After singing "Dixie" and "Battle Hymn" and listen to your teacher read a selection from Rifles for Watie
create in each of your teams a one minute rap song about your feelings going into battle.
MATHEMATICS/SCIENCE LINK:
Why were so many more soldiers killed in the latter battles of the civil war than in the earlier battles
(Richard Gatling's machine gun, rifles with barrels, revolving pistols).
HIGHER ORDER THINKING SKILLS (H.O.T.S.)
In teams, have the students rewrite the Gettysburg Address in 1996 language.
Find another ode to war dead (Marc Anthony's speech about Julius Caesar) and compare it to the
Gettysburg Address. Find a copy of Winston Churchill's speech after the Battle of Britain and compare it
to the Gettysburg Address.
INDIVIDUAL JOURNAL ASSIGNMENT:
Write an ode to an unknown soldier who gave his or her life so that you could live free in a democracy in
Owensboro, Ky.
HOMELINK:
Ask your parents if your family has ever lost a loved one in an armed conflict. Take notes and tell the
story in our class.
16.
SHERMAN AND ATLANTA (Textbook or Database)
Films: "Blue & Gray"
"North & South"
"Hiroshima"
Book: The Compact History of the Civil War
Mine Eyes Have Seen the Glory
Paintings and pictures of Civil War Battles
KNOWLEDGE:
After viewing video clips of "Blue and Gray", "North and South", and "Hiroshima", students will list the
characteristics of "total war". Students will make a fact file that list the battles and the characteristics that
make each of the different.
COMPREHENSION:
On the previously constructed salt and dough map, students will place gumdrops to identify the places
14
where Civil War battles took place. They will color code the map to show who won each battle.
APPLICATION:
After viewing actual Civil War paintings and pictures from the book Mine Eyes Have Seen the Glory
showing battles and destruction and pictures showing destruction from World War II, students will
produce a drawing or painting depicting the concept of total war and how it has changed.
MATHEMATICS/SCIENCE LINK:
Students will draw a map, to scale, of the route Sherman took on his "march to the sea". They will
compute the miles and kilometers his troops marched. Find out if they hiked the same distance from their
hometown, that Sherman marched, where could they go?
HIGHER ORDER THINKING SKILLS (H.O.T.S.)
Anticipatory Set:
Teacher will read the following excerpt from The Compact History of the Civil War: Lincoln received the
following telegram from Sherman on Christmas Eve 1864: "I beg to present you as a Christmas gift the
City of Savannah, with one hundred and fifty heavy guns and plenty of ammunition, also about 25,000
bales of cotton." "Thus ended "The March to the Sea", one of the most dramatic episodes of American
history, and a striking example of total war, efficiently conducted. Though there had been no battles
fought, this devastating movement of a great army through the heart of the Confederacy plunged the
South into a gloom from which it would never emerge. As a consequence, Sherman - quite unfairly became to Southerners the chief symbol of Northern oppression. Because he had made frightfully clear to
them, as to the rejoicing North, that the sun of the confederacy was inevitably setting." By evaluating
what you have learned about the Civil War and the events of the "march to the sea', decide whether
Sherman's "march to the sea" was necessary to bring a quick end to the war. Defend your answer with
facts from this unit. Choose another example of total war in history (Hiroshima, Pearl Harbor, etc.) and
evaluate if there was another option these nations could have used causing less devastation to their
enemy.
INDIVIDUAL JOURNAL ASSIGNMENT:
Writer's Choice
1. Pretend you are General Sherman, write your thoughts and feelings as you march through Georgia.
2. You are a citizen of Georgia, write your thoughts and feelings as Sherman marches and destroys your
homeland.
HOMELINK:
Ask your older family members their thoughts and feelings after the United States dropped the atomic
bomb on Hiroshima.
(Textbook or Database)
17.
APPOMATTOX AND THE PEACE TREATY
Film: "North & South"
Pictures: Lee & Grant at Appomattox - Israel & Egypt signing peace treaty Lee's speech at Appomattox
KNOWLEDGE:
Anticipatory Set:
Read the quote that General Lee told his soldiers at Appomattox, Virginia when he knew they had no way
to escape. "Then there is nothing left for me to do, but go and see General Grant, and I would rather die a
thousand deaths." Students will locate Appomattox, Virginia on a map. Students will list descriptive
words that describe Lee and his soldiers at this point.
COMPREHENSION:
Explain to students that Grant had fought long and hard to defeat the Confederates, but now that he had
won the war he was kind to them. Students think back over the Civil War and summarize why Grant was
kind to the Confederate Soldiers.
15
APPLICATION:
Anticipatory Set:
Show a picture of Lee and Grant at Appomattox Courthouse at the end of the Civil War. Show a picture
of the Israeli and Egyptian leaders shaking hands after signing a peace treaty. Students compare and
contrast the struggle for peace and land throughout history. President and President Rabin of Israel were
both killed at the end of a war. Analyze why you think these two great leaders who fought so hard for
peace were gunned down before they could rebuild their countries and strengthen the peace.
MATHEMATICS/SCIENCE LINK:
Compare what services were available to rehabilitate soldiers after the Civil War to what services were
available for soldiers after Desert Storm. Find out how much money our government spends today on
these programs. Do you think that it is money well spent?
HIGHER ORDER THINKING SKILLS (H.O.T.S.)
Anticipatory Set:
Show a video clip from "North and South" showing the signing of the peace treaty at Appomattox. With
the North's obvious victory it would have been easy for them to oppress and seek revenge on the South.
Lincoln and Grant used extraordinary tact at the surrender. (Lincoln Speech on swords into plowshares)
Compare to another event in history with similar outcome, Analyze why they think these wars ended this
way. Why didn't the North seek revenge? etc.
INDIVIDUAL JOURNAL ASSIGNMENT:
You are a Civil War soldier, write a letter to your family that you are coming home. Describe how you
feel physically and emotionally. How could they make your homecoming easier?
HOMELINK:
Discuss with your parents why it is not all right to fight at school or home, but why civilization has fought
many battles over the years.
MORAL/ETHICAL/SPIRITUAL
REASONING AND DILEMMAS
1.
Producing, Exchanging, and Distributing [Economics]
DILEMMA:
You are President Lincoln. You know that the South's main cash crop is cotton. They must trade
their cotton in order to get materials for war. You know that in order to quickly win the war, you
must stop their trade. But at the same time, if you stop their trade, you stop them from getting the
materials necessary for life. Being from a farm background, you know that trade is essential to
life. Do you order the blockade of the South or not?
In Lowell Mass. a man set up a structure that provided him with relatively cheap labor and gave
the outward appearance of being a nurturing environment for young women. You are a former
worker at this factory and you know the problems that exist there. Do you make any attempts to
correct these misconceptions knowing that your friends who still work there and could lose their
homes and jobs?
2.
Transportation
DILEMMA:
You live on the West side of the Mississippi River and your vocation is transporting food and
supplies across the river. You are approached by an abolitionist to see if you will help transport
some supplies across the river. Knowing that these supplies might include runaway slave, do you
accept the job?
3.
Communications
DILEMMA:
16
You are a courier and an infantryman in the Union army. General Grant has given you a message
to take to General Sherman concerning an attack on a small Confederate regiment encamped along
a river. As you are sneaking past the encampment, you notice that one of the soldiers in the
regiment is your first cousin, John. Knowing that if Sherman attacks this small regiment could all
be killed and if you don't deliver the message you could be severely punished, do you deliver the
message? Do you warn your cousin? What should you do?
4.
Protecting and Conserving
DILEMMA:
You are a young soldier marching with Sherman. Sherman tells the troops that, "War is cruelty".
He wants you to burn and destroy every town every home and every crop on the March from
Atlanta to Savannah. As you are marching and destroying things, you see a young woman with
her baby standing on the porch of the home you are about to burn. She's crying and begging you
not to burn her home. Her husband has been killed in the war and she will have no place to go.
You realize that if you burn her home you will be destroying not just the property but her culture
and her life. Do you follow orders or do you spare her home?
5.
Providing Education
DILEMMA:
You are a child living on a plantation with your parents. The only other person your age is a slave
girl named Lucy. You become friends with Lucy and realize that she doesn't know how to read.
Not realizing that it is illegal to teach a slave to read you begin teaching her. One night you
overhear your parents talking about a relative who got arrested for teaching a slave to read. Do
you continue to teach Lucy to read? If you don't what do you tell her?
6.
Making and Using Tools and/or Technology
DILEMMA:
You are a factory worker in the North. You are working at a factory making cloth. You have a
cousin in the South who owns a huge plantation and has cotton to sell. Your boss insists that you
contact this cousin and buy all the cotton for a cheaper price so that your factory will have a bigger
supply and be able to make more cloth. You know that President Lincoln has stopped all trade
with the South. You also know that if you refuse you could lose your job and your family needs
the money because your father is fighting in the war. What would you do?
7.
Providing Recreation
DILEMMA:
As a young infantryman in the Northern army at age sixteen, you're filling canteens for your squad
when a young Confederate soldier your age emerges from the woods. You recognize him as a kid
who used to live down the road from your farm in Kentucky. He said his squad from the
Confederate side found a cow that had been killed during the bombardment that morning and that
after the fighting would your squad like to come over and share the beef and talk about life before
the war. You know that to do so, when the fighting starts again tomorrow morning you may have
to kill the man you befriended.
8.
Organizing and Governing
DILEMMA:
You are a merchant during the Civil War. It is the Winter of 1863. You have received a large
supply of boots. The Southern army is camped nearby and you know many of the soldiers are poor
and barefoot. You know that the armies are confiscating supplies as they go through towns. You
have a choice. So you voluntarily donate the boots to the Confederate Army or do you keep the
boots, risking seizure, in hopes of selling them for a profit?
9. Moral, Ethical, and Spiritual Behavior
DILEMMA:
You are a young Kentucky boy/girl, everyone in your family supports the North except your
17
brother who is a Confederate soldier. While the war is going on your family strongly discusses the
war and supports the Union troops. When the war is over, will you and your family welcome your
brother back home?
10. Aesthetic Needs
DILEMMA:
You are a painter commissioned to paint a picture of the recently dedicated Gettysburg cemetery.
Lincoln has instructed you to paint a picture of the beauty of the cemetery to honor the war dead.
As you walk across the rolling green hills, in your mind's eye all you can see is the blood and
devastation that you think more accurately depicts Gettysburg. Do you compromise your integrity
as a painter and paint a beautiful picture to satisfy the President or do you paint the picture that you
believe tells the actual story of Gettysburg and the death and destruction?
PRODUCTIVE THINKING SKILLS
DIVERGENT/CREATIVE THINKING
1.
BRAINSTORM MODEL
A.
BRAINSTORM ALL OF THE :
AHA #1. materials that would have been in your general store during the Civil War.
AHA #2. ways you could get from one place to another.
AHA #3. ways you could have found out that the Civil War was over.
AHA #4. what you would do to preserve your families culture.
AHA #5. ways Civil War education was different from today.
AHA #6. tools and technology you would use during a battle.
AHA #7. activities you would do for fun.
AS YOU CAN THINK OF.
B.
BRAINSTORM AS MANY
AHA #8. important government people
AHA #9. reactions to the Emancipation Proclamation
AHA #10. beautiful things about war
AHA #11. ways that Fort Sumter could have been prevented
AHA #12. things that could've happened if the North had won the Battle of Bull Run.
AHA #13. battle strategies
AHA #14. types of naval vessels
C.
HOW MANY WAYS CAN YOU COME UP WITH TO ?
AHA #15. teach someone else about Gettysburg
AHA #16. stop Sherman from destroying Georgia
AHA #17. write the peace treaty
Random Brainstorm How many ways can you come up with to stop the South from trading?
Random Brainstorm How many ways can you come up with to transport a runaway slave?
Random Brainstorm How many ways can you come up with to keep the Civil War from happening?
Random Brainstorm How many ways can you think of to change the outcome of the war?
2.
VIEWPOINT MODEL (Human or Animate)
LOOK TO A(N)
?
A.
HOW WOULD
AHA #1. How would a shopping mall look to Mary Todd Lincoln?
AHA #2
How would the bullet train look to Pullman?
AHA #3. How would a fax machine look to a Pony Express rider?
AHA #4. How would 1996 Atlanta look to Sherman?
AHA #5. How would your school look to a child of the Civil War Era?
AHA #6.
How would today's automatic weapons look to a Confederate soldier?
AHA #7. How would the World Series look to the first baseball team?
AHA #8. How would today's Presidential campaigns look to Abraham Lincoln?
18
B.
WHAT WOULD A
MEAN FROM THE VIEWPOINT OF A(N)?
AHA #9. What would a road map mean from the viewpoint of a slave on the Underground Railroad?
AHA #10. What would a modern rap song mean from the viewpoint of Walt Whitman?
AHA #11. What would a modern airlift of supplies mean to Major Anderson in Fort Sumter?
AHA #12. What would a radar detector mean to the Northern troops surprised at Bull Run?
AHA #13. What would a modern hospital mean to Clara Barton?
AHA #14. What would Seaquest DMV mean to the crew of the Monitor?
AHA #15. What would sun screen mean to a bald Confederate soldier?
AHA #16. What would running water mean to a citizen of Atlanta?
AHA #17. What would a B52 bomber mean to General Lee at Appomattox?
C.
HOW WOULD Abraham Lincoln VIEW THIS?
1. United States
2. Integration
3. modern library
4. modern armed forces
5. television
6. Lincoln monument
3.
INVOLVEMENT MODEL
A. HOW WOULD YOU FEEL IF YOU WERE
AHA #1. cotton boll
AHA #2. confederate boot
AHA #3. the Gettysburg Address
AHA #4. a building in Atlanta
AHA #5. a desk in a Civil War school
AHA #6. a bayonet
AHA #7. a fife
?
, WHAT WOULD YOU (SEE, TASTE, SMELL, FEEL)?
B.
IF YOU WERE A
AHA #8. If you were the treaty at Appomattox how would you feel?
AHA #9. If you were the Emancipation Proclamation how would you sound?
AHA #10. If you were the song "Dixie" how would you feel?
AHA #11. If you were a stone on the side of the fort what would you smell?
AHA #12. IF you were picnic basket what would you see?
AHA #13. If you were a bullet how would you feel?
AHA #14. If you were a cannonball bouncing off the hull of the Merrimac how would you feel?
. DESCRIBE HOW IT FEELS.
C.
YOU ARE A
AHA #15. flower on the battlefield
AHA #16. torch of Sherman's
AHA #17. piece of paper that they are writing the peace treaty on
Random Involvement train track
Random Involvement Union uniform
Random Involvement Confederate flag
Random Involvement North Star
4.
CONSCIOUS SELF-DECEIT MODEL
A.
SUPPOSE YOU COULD
. WHAT ____ COULD YOU _______.
AHA #1. Suppose you could industrialize the South. What difference could you have made in the
Civil War?
AHA #2. Suppose you could bring a fax machine to the Civil War. What difference could you have
made?
AHA #3. Suppose you could install telephone lines to Fort Sumter. What assistance could you have
been in the battle?
19
AHA #4.
Suppose you could take a video camera to the Battle of Gettysburg. What would you focus
on?
AHA #5. Suppose you could take the knowledge of one academic field back to Civil War times. What
field would it be and how would you use it?
AHA #6. Suppose you could take an airplane back to the Civil War. What could you do to assist in the
war effort?
AHA #7. Suppose you could take an electric keyboard back to the Civil War. What could you do to
improve the troops' morale?
AHA #8. Suppose you could take knowledge of the future of the South back to General Lee. How
would this change his decision making in the war?
AHA #9. Suppose you could bring a slave from the Civil War to the present. How could you use this
to improve racial understanding?
. HOW COULD YOU USE IT TO?
B.
YOU CAN HAVE ALL OF THE
AHA #10. You can have all of the artistic ability you want. How could you use it to change the Civil
War?
AHA #11. You can have all of the time you want to talk to President Lincoln and President Davis. How
could you use it to prevent the Civil War?
AHA #12. You can have all of the news reporters you need. How could you use them to improve the
historical account of the Battle of Bull Run?
AHA #13. You can have all of the modern conveniences of war. How could you use it to change the
Civil War?
AHA #14. You can have all of the modern sonar equipment. How could you use it to effect the battle of
the Monitor and Merrimac?
AHA #15. You can have all of the money from the sale of Civil War souvenirs. How could you use it to
honor those who died during the war?
AHA #16. You can have all of the money from the 1996 Olympics. How could you use it to reconstruct
the South?
AHA #17. You can have all of the modern scientific knowledge. How could you use it to change the
history of the Civil War?
5.
FORCED ASSOCIATION MODEL
LIKE
?
A.
HOW IS
AHA #1. How is a cotton bale like a baseball card?
AHA #2. How is a steam locomotive like a space ship?
AHA #3. How is a boot like a fax machine?
AHA #4. How is a peach like your culture?
AHA #5. How is not teaching a slave to read like WWII?
AHA #6. How is a cannon like the first light bulb?
AHA #7. How is Monopoly like the Civil War?
TO IMPROVE
.
B.
GET IDEAS FROM
AHA #8. Get ideas from Ghandi to improve negotiations between the North and the South.
AHA #9. Get ideas from Rosa Parks to improve slave rights.
AHA #10. Get ideas from The National Museum of History and Culture to improve the preservation of
the South.
AHA #11. Get ideas from General Swartzkoff to improve defense of Fort Sumter.
AHA #12. Get ideas from your principal to improve the organization of the Union troops.
AHA #13. Get ideas from the Emergency Medical Service to reduce the death rate at Antietam.
AHA #14. Get ideas from the navy to improve the mobility of the Monitor or the Merrimac.
. EXPLAIN
TO ME.
C.
I ONLY KNOW ABOUT
AHA #15. I only know about machine guns. Explain bayonets to me.
AHA #16. I only know about cities. Explains plantations to me.
AHA #17 I only know about computer word processors. Explain a quill pen to me.
20
Random Forced Association
Random Forced Association
Random Forced Association
Random Forced Association
I only know about doing my own thing. Explain following orders to me.
I only know about multiculturism. Explain slavery to me.
I only know about peace. Explain civil war to me.
I only know about telephones. Explain Morse Code to me.
6.
REORGANIZATION MODEL
A.
WHAT WOULD HAPPEN IF
WERE TRUE?
AHA #1. What would happen if the North had been agriculture and the South had been industrialized?
AHA #2. What would happen if the Mississippi flowed North?
AHA #3. What would happen if the Union soldiers had known the Confederate battle plan?
AHA #4. What would happen if Lee burned Washington, D. C.?
AHA #5. What would happen if blacks had been more educated?
AHA #6. What would happen if the South had flashlights?
AHA #7. What would happen if they'd had TV during the Civil War?
(HAPPENED), WHAT WOULD BE THE CONSEQUENCES?
B.
SUPPOSE
AHA #8. Suppose Lincoln hadn't decided to fight. What would be the consequences?
AHA #9. Suppose Lincoln hadn't issued the Emancipation. What would be the consequences?
AHA #10. Suppose that music wasn't invented until 1900.
AHA #11. Suppose that Anderson had fired the first shot.
AHA #12. Suppose the Union troops were ready to fight at Bull Run.
AHA #13. Suppose Antietam had taken place in Georgia.
AHA #14. Suppose the Monitor had sunk the Merrimac.
?
C.
WHAT WOULD HAPPEN IF THERE WERE NO
AHA #15. What would happen if there was no Gettysburg Address?
AHA #16. What would happen if there were no orders from Grant to burn Atlanta?
AHA #17. What would happen if there was no surrender?
Random Reorganization What would happen if there were no bullets?
Random Reorganization What would happen if there was no slavery?
Random Reorganization What would happen if there was no Lincoln?
Random Reorganization What would happen if there was no sea blockade?
RESOURCES
I.
Bibliography - Teacher/Professional Books and Resources
Aten, Jerry. America From Sea to Shining Sea. Good Apple Inc.1988
Aten, Jerry. Our Living Constitution. Good Apple Inc. 1987
Carratello, John and Patty. Thematic Unit Civil War. Teacher Created Materials. 1993
Connors, Martin, and Julia Furtaw. Videohound's Golden Movie Retriever. Visible Ink Press, 1995.
Dupuy T. N. and Dupuy, C. G. The Compact History of the Civil War. Hawthorn Books Inc.
Blassingame, Wyatt. The Look-It-Up Book of Presidents. Random House1990.
Grun, Bernard. The Timetables of History. Simon & Schuster, 1991.
Hellemans, Alexander and Bryan Bunch. The Timetables of Science. Touchstone, 1988.
Hill, Lois. Poems and Songs of the Civil War. Fairfax Press. 1990
Hirsch, E. D. Jr. ed. What Your 5th Grader Needs to Know. Double Day 1993.
Hirsch, E. D. Jr. etal. The Dictionary of Cultural Literacy. Houghton Mifflin Co. 1988.
Igus, Toyomi. Book of Black Heroes--Great Women in the Struggle. 1991
Lossing, Benson J. A History of the Civil War. New York: The War Memorial Assoc. 1912.
Nicholas, Roy F. Battles and Leaders of the Civil War. Thomas Yoseloff Inc. 1956.
Metcalf, Doris Hunter. Portraits in Black. Good Apple Inc. 1990
Murphy, Jim. The Boys War--Confederate and Union Soldiers Talk About the Civil War. Scholastic Inc.
1990 Myers, Walter Dean. Now Is Your Time. Scholastic Inc.1993
Oppenheim, Joanne, Barbara Brenner, et al. Choosing Books for Kids. New York: Ballatine Books,
1986.
21
Reid, Struan, and Patricia Fara. The Usborne Book of Inventors. Scholastic Inc. 1994.
Reid, Struan, and Patricia Fara. The Usborne Book of Scientists. Scholastic Inc. 1992
Rubel, David. Encyclopedia of the Presidents and their Times. Scholastic, 1994.
Social Studies Anthology--The World Around Us Macmillan McGraw School Publishing. 1993.
Sullivan, George. Mathew Brady, His life and Photographs. Cobblehill Books. 1994
Ziman, Anne and Kelly, Hate. Everything You Need to Know About American History. Scholastic Inc.
1994
II.
Bibliography - Student Books on loan from Media Center for classroom use
Armstrong, William. Sounder. Harper & Row. 1969
Beatty, Patricia. Charley Skedaddle. Troll Associates. 1987
Beatty, Patricia. Turn Homeward, Hannalee. Troll, 1987
Clark, Margaret Goff. Freedom Crossing. Scholastic Inc. 1980
Collier, James Lincoln. Jump Ship to Freedom. Delacorte, 1981.
Conrad, Pam. Prairie Songs. Harper & Row. 1985
Davidson, Margaret. Frederick Douglass Fights for Freedom. Scholastic Inc. 1968
Fox, Paula. The Slave Dancer. Dell Pub. 1973
Hamilton, Virginia. Anthony Burns' The Defeat and Triumph of a Fugitive Slave. Scholastic Inc. 1989.
Hamilton, Virginia. The House of Dies Drear. Macmillan. 1968.
Hunt, Irene. Across Five Aprils. NY: Tempo Books. 1966
Keith, Harold. Riffles for Watie. Harper and Row. 1957
Lawson, Robert, ed. Watchwords of Liberty A Pageant of American Quotations. Boston: Little Brown
and Co. 1985
Malthus, Alida Sims. We Were There at the Battle of Gettysburg. Gasset & Dunlop, 1955.
Maryollo, Jean. Halfway Down Paddy Lane. Dial. 1981 Company. 1993.
Smucker, Barbara. Runaway to Freedom. Harper & Row. 1977
Taylor, Theodore. Walking up a Rainbow. Delacorte, 1985.
Winter, Jeanette. Follow the Drinking Gourd. New York: Alfred A. Knopf. 1988.
Yates, Elizabeth. Amos Fortune: Free Man Puffin Books, Penguin Books. 1989
III. Educational Films/Videos
1. The Civil War, Episodes 1 - 9---1990
2. Touring the Civil War Battlefields
3. Shades of Blue and Gray, The Civil War, Ranier Pictures, 1990
4. Songs of the Civil War, Ken Burns, VHS 1991
5. Portraits of American Presidents, 1829-1901, Questar 1992
6. Royal Federal Blues, The Story of African American Civil War Soldiers, Lou Reda Productions, 1990.
IV. Commercial Films/Videos
Abraham Lincoln --1930
The Andersonville Trial--1970
The Birth of a Nation (A.K.A The Clansmen)--1915
The Blue and the Gray--1985
Civil War Diary-- (Based on Across Five Aprils)--1990
Drums in the Deep South--1951
Gettysburg--1993 (Excellent Picket's Charge Re-enactment)
Glory-- (excellent musical score) 1989
Gone with the Wind--1939
The Great Locomotive Chase (A.K.A Andrew's Raiders)--1956
Little Women--1949 & 1978 & 1995
North and South 1 and 2--1986-1986
The Red Badge of Courage--1951
Shenandoah--1965
V.
Literature/Language Arts
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Fiction
Armstrong, William. Sounder. Harper & Row. 1969
Beatty, Patricia. Charley Skedaddle. Troll Associates. 1987
Beatty, Patricia. I Want My Sunday, Stranger!. Morrow. 1977
Beatty, Patricia. Turn Homeward, Hannalee. Troll. 1987
Burchard, Peter. The Deserter; A Spy Story of the Civil War. McCann & Geoghegan. 1973
Clark, Margaret Goff. Freedom Crossing. Scholastic, Inc. 1980
Collier, James Lincoln. Jump Ship to Freedom. Delacorte, 1981
Fox, Paula. The Slave Dancer. Dell Pub. 1973
Hall, Anna Gertrude. Cyrus Holt and the Civil War. Viking Press 1964
Hamilton, Virginia. The House of Dies Drear. Macmillan. 1968
Hunt, Irene. Across Five Aprils. Tempo Books. 1966
Keith, Harold. Rifles for Watie. Harper and Row. 1957
Shirreffs, Gordon D. Action Front! Westminster. 1962
Shirreffs, Gordon D. The Rebel Trumpet. Westminster. 1960
Spratt, Barnett. Miss Betty of Bonnet Rock School. Silver Burdett. 1993
Wisler, G. Clifton. Red Cap. Lodestar Books. 1991
Non-Fiction
Ashmore, Harry S. An Epitaph for Dixie NY. W. W. Norton and Co. Inc. 1958
Burgess, Lauren Cook. An Uncommon Soldier. Pasadena: The Minerva Center, 1994
Catton, Bruce. The Army of the Potomac: Glory Road. NY Doubleday & Co. Inc. 1952.
A Stillness at Appomatox. NY Doubleday & Co. Inc. 1953.
Davis, William. Brother Against Brother. Time Life Books 1983.
Dowedy, Cliford. Death of a Nation. NY Alfred A. Knopf 1958
Dufour, Charles L. The Night the War was Lost. NY Doubleday & Co. Inc. 1960
Harwell, Richard B. The Civil War Reader. NY Konecky & Konecky 1958.
Hattaway, Herman and Archer Jones. How the North Won. Chicago: University of Illinois Press, 1991.
Heuvel, Gerry Van der. Crowns of Thorns and Glory. NY E. P. Dutton 1988.
Holzer, Harold and Marke E. Neely, Jr. Mine Eyes Have Seen The Glory. Orion Books. 1993
Jordan, Ervin L., Jr. Black Confederates and Afro-Yankees in Civil War Virginia. Charlottesvile:
University Press of Virginia. 1955.
Jones, Virgil Carrington. The Civil War at Sea. NY Holt, Rinehart, Winston, 1962
Lord, Francis A. Uniforms Of the Civil War. Cranbury: Thomas Yoseloff, 1970.
Mitchell, Reid. Civil War Soldiers. NY: Penguine Group 1988.
Murfin, James V. Battlefields of the Civil War. Portland House, 1988.
Pollard, Edward A. The Lost Cause. NY: E. B. Treat and Co. Publishers 1886
Roberson, James I., Jr. Soldiers Blue and Gray. Univ. Of South Carolina Press, 1988
Simkins, Francis Butler. A History of the South. NY: Alfred A. Knopf 1963
Sword, Wiley. Shiloh: Bloody April. NY William Morrow & Co. inc. 1974
Tanner, Robert G. Stonewall in the Valley. NY Doubleday & Co. Inc. 1976
Poetry
Gettysburg Ode
Byard Taylor
Stonewall Jackson's Way
J. W. Palmer
The Martyr
Shiloh, a Requiem
Herman Melville
The Civil War
Suzanne Rhodenbaugh
O Captain! My Captain!
Walt Whitman
Around the Campfire
Andrew Hudgins
The Death of Slavery
William Cullen Bryant
The Building of a Ship
Henry Wadsworth Longfellow
The Colored Soldiers
Paul Laurence Dunbar
Ode to the Confederate Dead
Allen Tate
Barbara Frietchie
John Greenleaf Whittier
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Drama (Stage Productions)
1. Freedom Train
2. Frederick Douglass
3. Uncle Tom's Cabin
4. Abraham Lincoln
Art Works
Winslo Homer
1. Prisoners From the Front 1866 Metropolitan Museum of Art
2. A Skirmish in the Wilderness 1864 New Britain Museum of American Art, Connecticut
3. Reveille 1865 Cecil D. Kaufmann
4. Playing Old Soldier 1863 Museum of Fine Arts, Boston - Ole Peter Hansen Balling
5. Grant and his Generals 1865 - Unknown
6. The Monitor and the Merrimac at Short Range by an Eye Witness - Chester Harding
7. General William T. Sherman. 1865-66 - James Hope
8. After the Battle, the Bloody Lane--Battle of Antietam, Maryland, 1862. 1889 - Peter F. Rothermel
9. Charge of the Pennsylvania Reserves at Plum Run 1870 - Xanthus R. Smith
10. Union Soldier Cleaning Sword no date
Music
Abolitionist Hymn
All Quiet Along the Potomac tonight - Hermes, Nye: Ballads of the Civil War # 1&2 (FLW)
Army of the Free - Tennessee Ernie Ford: Sings Songs of the Civil War (CAP)
Atlanta's Burning Down - Dickey Betts/Great Southern; Dickey Betts/Great Southern (ARI))
Battle Cry of Freedom - Songs of the North & South (COL)
Battle Hymn of the Republic - Judy Collins: Songs of the Civil War (COL)
Burning of Atlanta - Claude King; American Originals
When Johnny Comes Marching Home Again
Dixie
Tramp, Tramp, Tramp - Mormon Tabernacle Choir Songs of the Civil War and S. Foster Fav.
John Brown's Body - Pete Seeger; America's Favorite Ballads (FLW)
Was my brother in the Battle? - Kate and Anna McGarrigle; Songs of the Civil War (COL)
The following songs are found in Poems & Songs of the Civil War:
When Johnny Comes Marching Home
The Bonnie Blue Flag
Dixie (Original and Union versions)
Volunteer Song
Tenting On The Old Camp Ground
We'll Be Free In Maryland
Mother Kissed Me In My Dream
Sleeping For The Flag
The Girl I Left Behind Me
We Are Coming, Father Abraham
The Faded Coat Of Blue
Song Of the Texas Rangers
One I Left There
They Look Like Men of War
O Wrap The Flag Around Me, Boys
The Alabama
Just Before The Battle, Mother
The Southern Soldier Boy
Cover Them Over With Beautiful Flowers
My Old Kentucky Home, Good Night
Low In The Ground They're Resting
Old Folks At Home
When This Cruel War Is Over
Cheer, Boys, Cheer
The Battlecry of Freedom
Sherman's March to the Sea
Marching Through Georgia
The Southern Marseillaise
Blue Coats Are Over The Border
VI. Resource People/Mentors
Kentucky Room at the Public Library
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Quilters
Middle School and High School History Teachers
College History Professors
VII. Field Trips
Area Museum
Local Battlefield Sites
My Old Kentucky Home
VIII. Other Material (CD-ROM, Laser Disc, Recordings, etc.)
The Confederacy, Bales, Richard Horner, Colombia Records. 1964
The Civil War Original Soundtrack Recording. Burns, Ken. CD. 1990
Music of the Civil War. Fennell, Frederick. Record. 1976
Songs of the Civil War. New World Records. 1976
Songs of the Civil War. National Geographic Society. 1976
Songs of the Civil War Era. Union Confederacy. Record. 1972
Stories and Songs of the Civil War. Bellamy, Ralph. RCA Camden.
Cultural Literacy:
Civil War
Sojourner Truth
abolitionism
Harriet Tubman
Alabama
Underground Railroad
Alcott, Louisa May
Union
Ante-bellum
Fort Sumter
Appomattox Court house
slave trade
Blue and the Gray
John Wilkes Boothe
John Brown
Battle of Bull Run
Blockade
Carpet Bagger
Civil War
Confederacy
Confederate
Compromise of 1850
Damn the Torpedoes
Jefferson Davis
Frederick Douglass
Stephen Douglas
Dred Scott Decision
Emancipation Proclamation
Ralph Waldo Emerson
David Farragut
freedom
Battle of Gettysburg
William Lloyd Garrison
Gettysburg Address
"government of the people, by the people, for the people"
Ulysses S. Grant
Harpers Ferry
House Divided Speech
Sam Houston
Robert E. lee
Abraham Lincoln
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Lincoln's Second inaugural address
Mason-Dixon line
Missouri Compromise
Monitor vs. Merrimac
Pony Express
Richmond, Virginia
Segregation
Sharecropping
sympathize
secession
Sherman, William Tecumseh
Sherman's march to the sea
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