The Civil War
Name:___________________________________ Period:____
Packet points:___/ 53
Use textbook pages 503-535 to complete this vocabulary chart.
Definition (IN YOUR OWN WORDS)
Participation: ___/ 10
Illustration
Secede
Civil War
Border
States
Civilian
Casualty
Emancipate
Siege
____ / 14 points
Advantages & Disadvantages
These paragraphs are written in a compare / contrast style, which you can usually identify when you see signal
words that tell you the next few words show a comparison or contrast. Words or phrases like “all the same,” “although”,
“besides,” “as well,” “while,” or “however,“ are often used as signal words in this type of writing. In addition, the word
“only” is often used as a signal, highlighting how one side is different from the other.
Directions: As you’re reading, CIRCLE words that might serve as signal terms in these two paragraphs.
“Numbers tell an important story about the Civil War. Consider the North’s advantages. It could draw soldiers
and workers from a population of 22 million, compared with the South’s 5.5 million. One of its greatest
advantages was its network of roads, canals, and railroads. Some 22,000 miles of railroad track cold move
soldiers and supplies throughout the North. The South had only about 9,000 miles of track. . . .
The Confederacy had advantages as well. With its strong military tradition, the South put many brilliant
officers into battle. Southern farms provided food for its armies. The South’s best advantage, however, was
strategic. It needed only to defend itself until the North grew tired of fighting. Southern soldiers fought mostly
on their home soil, while the North had to occupy [move in and control] large areas of enemy territory.”
Source: William Deverell and Deborah Gray White, United States History: Independence to 1914, California Edition (Orlando:Holt,
Rinehart and Winston, 2006), pp. 474-5.
Directions: Use the information from the reading above to write one PARAGRAPH that answers the
question, “Which Side Had a Greater Advantage in 1861?” (3 points)
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TECHNOLOGY in the CIVIL WAR
As you watch the video, take notes on how each new technology changed the way war
was fought. (1 point each)
 Railroad:
 Telegraph:
 New Weapons:
____ /6 points
Battle chart
Emancipation Proclamation ( ____________________ ____________________ )
Essential Question: Did Lincoln really free the slaves?
Background on the Emancipation Proclamation
In his inaugural address, delivered on March 4, 1861, Lincoln proclaimed that it was his duty to
maintain the Union. He also declared that he had no intention of ending slavery where it existed, or of
repealing the Fugitive Slave Law – a position that horrified African Americans and their white allies. To retain
the loyalty of the border states – Delaware, Maryland, Kentucky, and Missouri – President Lincoln insisted that
the war was not about slavery or black rights; it was a war to preserve the Union. His words were not simply
aimed at the loyal southern states, however – most white northerners were not interested in fighting to free
slaves or in giving rights to black people. For this reason, the government turned away African American
volunteers who rushed to enlist. Lincoln upheld the laws barring blacks from the army, proving to northern
whites that their race privilege would not be threatened.
The federal government had a harder time deciding what to do about escaping slaves. As the northern
army pushed southward, thousands of fugitives fled across Union lines. Because there was no consistent
federal policy regarding fugitives, individual commanders made their own decisions. Some put them to work
for the Union forces; others wanted to return them to their owners. Finally, on August 6, 1861, fugitive slaves
were declared to be "contraband of war" if their labor had been used to help the Confederacy in any way. And
if found to be contraband, they were declared free.
Though "contraband" slaves had been declared free, Lincoln continued to insist that this was a war to
save the Union, not to free slaves. But by 1862, Lincoln was considering emancipation as a necessary step
toward winning the war. The South was using enslaved people to aid the war effort. Black men and women
were forced to build fortifications, work as blacksmiths, nurses, boatmen, and laundresses, and to work in
factories, hospitals, and armories. In the meantime, the North was refusing to accept the services of black
volunteers and freed slaves, the very people who most wanted to defeat the slaveholders.
(from http://www.pbs.org/wgbh/aia/part4/4p2967.html)
So far, based on the background reading, do you think Lincoln freed the slaves? Or did they free themselves?
Highlight text in the background information that supports your answer.
I think _________________________________________________________ because ______________________
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____ / 2 points
Document A: The Emancipation Proclamation (modified)
1
____ / 6 points
On the first day of January, in the year of our Lord one thousand eight hundred and sixty-three, all
persons held as slaves within any State in rebellion against the United States, shall be forever free. . .
Now, therefore I, Abraham Lincoln, President of the United States, by virtue of the power in me vested
as Commander-in- Chief, of the Army and Navy of the United States. . .do order and designate [appoint]
the following States as being in rebellion:
Arkansas, Texas, Louisiana - except the parishes of St. Bernard, Placquemines, Jefferson, St. John, St.
Charles, St. James, Ascension, Assumption, Terre Bonne, Lafouvche, St. Mary, St. Martin, and Orleans,
including the city of New Orleans – Mississippi, Alabama, Florida, Georgia, South Carolina, North
Carolina, and Virginia – except the forty eight counties designated as West Virginia, and also the
counties of Berkeley, Accomac, Northhampton, Elizabeth City, York, Princess Ann, and Norfolk, including
the cities of Norfolk and Portsmouth, and which excepted parts are, for the present, left precisely as if
this proclamation were not issued.
2
3
And I hereby call upon the people so declared to be free to abstain from all violence, unless in necessary
self-defense; and I recommend to them that, in all cases when allowed, they labor faithfully for
reasonable wages.
4
And I further declare and make known, that such persons will be received into the armed service of the
United States.
5
And upon this act, sincerely believed to be an act of justice, warranted by the Constitution, upon
military necessity, I invoke the considerate judgment of mankind, and the gracious favor of Almighty
God.
Document A Questions:
1. What does this say? Write a sentence summarizing the first 4 parts of the proclamation.
1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
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3. __________________________________________________________________________________________
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4. __________________________________________________________________________________________
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2. Read part 5. What reasons does Lincoln give for issuing this Proclamation?
3. In Document A, highlight in YELLOW information that shows Lincoln freed the slaves. Highlight in PINK
information that shows they freed themselves.
Document B: Frederick Douglass (Modified)
____ / 7 points
“President Lincoln did me the honor to invite me to discuss the best way to [persuade] the slaves in the rebel
states to escape. Lincoln was alarmed about the increasing opposition to the war in the North, and the mad
cry against it being an abolition war. Lincoln worried that [Northerners who opposed the war would force him
to accept an early peace] which would leave all those who had not escaped in slavery.
I was impressed by this kind consideration because before he had said that his goal was to save the
Union, with or without slavery. What he said on this day showed a deeper moral conviction against slavery
than I had ever seen before in anything spoken or written by him. I listened with the deepest interest and
profoundest satisfaction, and, at his suggestion, agreed to organize men who would go into the rebel states,
and carry the news of emancipation, and urge the slaves to come within our boundaries....
I refer to this conversation because I think that, on Mr. Lincoln's part, it is evidence that the proclamation, so
far at least as he was concerned, was not passed merely as a `necessity.'”
Source: In mid-1863, after the Emancipation Proclamation had been announced, President Lincoln called
Frederick Douglass to the White House to speak with him. Douglass wrote about the meeting in 1881 in The
Life and Times of Frederick Douglass.
Document B Questions
1. According to Douglass, what was happening in the North in 1863?
2. What was Lincoln worried about?
3. What is Douglass’s conclusion about Lincoln and the Emancipation Proclamation?
4. Douglass wrote about his meeting with Lincoln almost 20 years later. How might the passage of time affected
Douglass’ memory of Lincoln and his evaluation of the Emancipation Proclamation?
5. In Document B, highlight in YELLOW information that shows Lincoln freed the slaves. Highlight in PINK
information that shows they freed themselves.
Final Conclusion
Did Lincoln free the slaves? Or did the slaves free themselves? Explain your answer below.
I think ______________________________________________________________________________________
because _____________________________________________________________________________________
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What were the effects of the Emancipation Proclamation, according to your textbook? (p.
524-525)
1.________________________________________________________________________________________
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2.________________________________________________________________________________________
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3.________________________________________________________________________________________
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What would each person say when they first find out about the Emancipation Proclamation?
(Use a variety of vocabulary! Not, “good” or “Bad”. Get creative, people!)
Enslaved People
Confederate Soldier
Northern abolitionist
Union Soldier
African Americans in
____ / 5 points
Historical Figure: _______________________________________
____/ 12 points
Part I: Investigating the Secondary Source
Date of Birth: ______________________ Sex: _________________ Race: ___________________________
Status: free or slave? __________ Residence (where does he/she live?______________________________
What did this person do during the Civil War? ___________________________________________________
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Supported which side during the Civil War? _____________________________________________________
Background Information (Ideas include: family, education, military training, hobbies, political party affiliation,
and religion):
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Part II: Read the primary sources and fill in this information.
Historical Context: When was the primary source written? __________________________________________
List the three most important main ideas from the primary sources. Rewrite these main ideas in your own
words.
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What was happening around your historical figure at that time? (If your primary source was written after the
end of the war in 1865, write down what was happening around your historical figure during the war):
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Describe your historical figure’s perspective: ____________________________________________________
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Battle chart
Opening Activities
Directions: Answer the question on the board in COMPLETE sentences. Your answer must rephrase the
question. See example below.
Question: What is your favorite color?
Answer: My favorite color is magenta
Monday Date: __________
Tuesday Date: __________
Wednesday Date:___________
Thursday Date: ____________
Friday Date:__________
Extra Day Date: _______