1. The American Civil War By: Kevin Kuntz

2. Table of Contents 1. American Heritage & People in Societies 2. People in Societies 3. World Interactions 4. Citizenship Rights and Responsibilities 5. Democratic Processes 6. Decision Making and Resources 7. Science, Technology, and Society

3. American Heritage & Peoples in Society Objective:  To aid in students understanding of events that led up to the Civil War.  To help students understand the split between the country, peoples loyalties to country and state, as well as individual families.

4. American Heritage & Peoples in Society After going to the website write a two page paper on what the causes of the Civil War were and how they combined to split a nation so severely that they were engaged in war for four long years. After going to the website write a two page paper on what the causes of the Civil War were and how they combined to split a nation so severely that they were engaged in war for four long years. Hypothesize what would have happened if Abraham Lincoln had not been elected. Would the election of Stephan Douglas have still resulted in the Civil War. Write a two page paper on what would have happened in the country if Douglas won the election. Hypothesize what would have happened if Abraham Lincoln had not been elected. Would the election of Stephan Douglas have still resulted in the Civil War. Write a two page paper on what would have happened in the country if Douglas won the election.

5. American Heritage & Peoples in Society Choose a the Confederacy and one person pick the Union. Come up with reasons to support your side and why you would fight partner and choose up sides. One person pick in that respective army. Present to the class why you choose your allegiance (doesn’t have to be based on your personal feelings). Discuss within a class setting how the 3/5 Compromise created a standard that slaves existed in some capacity, for in certain areas and in other aspects were less than human. Create a timeline that depicts the events that led up to the Civil War. Choose 5 events that you feel had the greatest impact on the cause of the Civil War and right a brief paragraph for each on the timeline describing the event and its significance.

6. American Heritage & Peoples in Society Causes of the Civil War Causes of the Civil War Causes of the Civil War Causes of the Civil War Stephen Douglas’s political platform Stephen Douglas’s political platform Stephen Douglas’s political platform Stephen Douglas’s political platform Brother vs. Brother Brother vs. Brother Brother vs. Brother vs. Brother 3/5 Compromise 3/5 Compromise 3/5 Compromise 3/5 Compromise Timeline Timeline Timeline

7. People in Societies Objective:  To help students understand what the differences between life in the North compared to life in South during the mid 19 th Century.  To present an greater comprehension of what life was like for a slave and a soldier during the Civil War.  To show the complication behind the decision to back your state or country.

8. People in Societies Compare what life was like in the North versus life in the South. Choose an aspect such as economy, daily life, cities and write a two page paper. Compare what life was like in the North versus life in the South. Choose an aspect such as economy, daily life, cities and write a two page paper. Write a one page paper on the struggle that Robert E. Lee had in deciding which army to lead, the entire Union army or on army of his fellow Virginians against a country that he loved. Also talk about how you would handle such a decision. Write a one page paper on the struggle that Robert E. Lee had in deciding which army to lead, the entire Union army or on army of his fellow Virginians against a country that he loved. Also talk about how you would handle such a decision. Research what it was like to be a soldier during the Civil War. Choose a Confederate or Union soldier and discuss what the wore, what weapons they used, what they ate, where they came from, how old they were, what they did to pass time, etc. Research what it was like to be a soldier during the Civil War. Choose a Confederate or Union soldier and discuss what the wore, what weapons they used, what they ate, where they came from, how old they were, what they did to pass time, etc. After researching what the life of a slave was like, present to the class what it was like to be slave. If you like you can discuss the ordeal a native African would go through in coming to America and suddenly becoming nothing more than an animal to your master. After researching what the life of a slave was like, present to the class what it was like to be slave. If you like you can discuss the ordeal a native African would go through in coming to America and suddenly becoming nothing more than an animal to your master. Draw your idea of what it might have looked like during the Battle of Fort Sumter in which people picnicked and watched the battle. They had a very romantic view of war and include that in your interpretation of the events of the day. Draw your idea of what it might have looked like during the Battle of Fort Sumter in which people picnicked and watched the battle. They had a very romantic view of war and include that in your interpretation of the events of the day.

9. People in Societies Everyday life leading up to and during the Civil War Everyday life leading up to and during the Civil War Everyday life leading up to and during the Civil War Everyday life leading up to and during the Civil War Robert E. Lee Robert E. Lee Robert E. Lee Robert E. Lee Life as a soldier Life as a soldier Life as a soldier Life as a soldier Life as a slave Life as a slave Life as a slave Life as a slave Battle of Fort Sumter Battle of Fort Sumter Battle of Fort Sumter Battle of Fort Sumter

10. World Interactions Objective:  To aid in students understanding of what was going on in the world during the years leading up to and including the Civil War.  To grasp the concept that was the triangle trade of goods between Africa, the Americas, and Europe.  To learn what effect that the American Civil War had on the Native Americans.  To better understand who the generals were that led each side into battle.

11. World Interactions Create a map that describes the Triangle trade that existed between Africa, the Americas, and Europe. Explain what was being transported between each of the three and why it was so beneficial to each group. Create a map that describes the Triangle trade that existed between Africa, the Americas, and Europe. Explain what was being transported between each of the three and why it was so beneficial to each group. Compare and contrast the civil war in the U.S. and that of any other country. Write a two page paper describing what happened in both countries. What are some similarities that you believe occur in any civil war and what are some of the differences that occurred between the two that you are focusing on. Compare and contrast the civil war in the U.S. and that of any other country. Write a two page paper describing what happened in both countries. What are some similarities that you believe occur in any civil war and what are some of the differences that occurred between the two that you are focusing on. What type of effect did the Civil War have on Native Americans during this time period. Create a presentation describing what happened to this group of people during this time period. What type of effect did the Civil War have on Native Americans during this time period. Create a presentation describing what happened to this group of people during this time period. Research a General from the South. Teach a lesson to the class on the life and accomplishments of this person. You can choose any General you like including Lee, Jackson, etc. The lesson can take any form and must last fifteen minutes. Research a General from the South. Teach a lesson to the class on the life and accomplishments of this person. You can choose any General you like including Lee, Jackson, etc. The lesson can take any form and must last fifteen minutes. Research a General from the North. Teach a lesson to the class on the life and accomplishments of this person. You can choose any General you like including Grant, Sherman, etc. The lesson can take any form and must last fifteen minutes. Research a General from the North. Teach a lesson to the class on the life and accomplishments of this person. You can choose any General you like including Grant, Sherman, etc. The lesson can take any form and must last fifteen minutes.

12. World Interactions Slave trade Slave trade Slave trade Slave trade Civil Wars comparisons Civil Wars comparisons Civil Wars comparisons Civil Wars comparisons Native Americans during the Civil War Native Americans during the Civil War Native Americans during the Civil War Native Americans during the Civil War Civil War generals Part 1 Civil War generals Part 1 Civil War generals Civil War generals Civil War generals Part 2 Civil War generals Part 2 Civil War generals Civil War generals

13. Decision Making & Resources Objective:  For the students to understand the economic reasons that the South had for continuing slavery.  To learn about one of the main events that led to the continuation of slavery.  To compare the differences between the economic systems of the North and the South.

14. Decision Making & Resources Why was cotton “king” in the South. What sort of effect did this crop have on the economy I the southern United States. Write a one page paper on “king Cotton”. Why was cotton “king” in the South. What sort of effect did this crop have on the economy I the southern United States. Write a one page paper on “king Cotton”. Research the creation of the cotton gin. What effect did this invention by Eli Whitney have on the civil war. Discuss in a class setting what it might have been like if he had never invented it or if the civil war would have even happened. Research the creation of the cotton gin. What effect did this invention by Eli Whitney have on the civil war. Discuss in a class setting what it might have been like if he had never invented it or if the civil war would have even happened.

15. Decision Making & Resources Pick a team of three and debate the advantage of either the southern or northern economies. Prepare to deliver the benefits and be able to counter any arguments that the opposing team might have against your arguments. Pick a team of three and debate the advantage of either the southern or northern economies. Prepare to deliver the benefits and be able to counter any arguments that the opposing team might have against your arguments. Pick either Abraham Lincoln or Jefferson Davis and debate the positives and strengths of your choice in their ability to run and save a country. Be able to attack your opponents choice and counter any arguments that your opponent might have against your choice. Pick either Abraham Lincoln or Jefferson Davis and debate the positives and strengths of your choice in their ability to run and save a country. Be able to attack your opponents choice and counter any arguments that your opponent might have against your choice. Was England going to support the efforts of the South to secede from the Union? Research and write a one page paper on the topic. (hint: England relied heavily on the South for its cotton). Was England going to support the efforts of the South to secede from the Union? Research and write a one page paper on the topic. (hint: England relied heavily on the South for its cotton).

16. Decision Making & Resources King Cotton King Cotton King Cotton King Cotton Cotton Gin Cotton Gin Cotton Gin Cotton Gin Economies of the Civil War Economies of the Civil War Economies of the Civil War Economies of the Civil War Lincoln v. Davis Lincoln v. Davis Lincoln v. Davis Lincoln v. Davis England and cotton England and cotton England and cotton England and cotton

17. Citizenship Rights & Relationships Objective:  To examine the rights that slaves had if any during this time period.  What were the South’s rights.  Gain a better understanding of the similarities and the differences between indentured servants and slaves.  Learn about the Underground Railroad.

18. Citizenship Rights & Relationships Right a short paper after researching what rights slaves had. One avenue might be to explain the rules and laws that were set up that prevented slaves from specific practices (ex. Learning to read, traveling alone, etc.). Right a short paper after researching what rights slaves had. One avenue might be to explain the rules and laws that were set up that prevented slaves from specific practices (ex. Learning to read, traveling alone, etc.). Form groups and teach a class on some of the different codes, forms of transportation, escape routes, songs, etc. that were used by slaves and those risking their lives to help them to freedom. Create a lesson plan and utilize different methods in teaching the class. Form groups and teach a class on some of the different codes, forms of transportation, escape routes, songs, etc. that were used by slaves and those risking their lives to help them to freedom. Create a lesson plan and utilize different methods in teaching the class. Draw a mural pertaining to the different difficulties that a slave had to go through to work their way North towards freedom along the Underground Railroad. Draw a mural pertaining to the different difficulties that a slave had to go through to work their way North towards freedom along the Underground Railroad. Compare and contrast the differences from Indentured servants and Slaves. Where did they come from, what did the do, was it a permanent position, how were they treated, etc.? Create a chart with at least seven topics of comparison and contrasting. Compare and contrast the differences from Indentured servants and Slaves. Where did they come from, what did the do, was it a permanent position, how were they treated, etc.? Create a chart with at least seven topics of comparison and contrasting. Form groups and debate whether or not the South had the right to secede from the Union. Was the North right to force their thoughts and opinions on the South or should they have let them form their own country because they were so separated on certain issues. Form groups and debate whether or not the South had the right to secede from the Union. Was the North right to force their thoughts and opinions on the South or should they have let them form their own country because they were so separated on certain issues.

19. Citizenship Rights & Relationships Slave Rights Slave Rights Slave Rights Slave Rights Underground Railroad codes part 1 Underground Railroad codes part 1 Underground Railroad codes Underground Railroad codes Underground Railroad codes part 2 Underground Railroad codes part 2 Underground Railroad codes Underground Railroad codes Mural Mural Mural Indentured servants and slaves Indentured servants and slaves Indentured servants and slaves Indentured servants and slaves Succession, legal or not? Succession, legal or not? Succession, legal or not? Succession, legal or not?

20. Democratic Processes Objective:  To follow the Confederate government around the South as the Confederacy began to fall.  Understand the meaning of the Emancipation Proclamation when Lincoln issued it.  Hypothesize what might have happened if Lincoln had not been assassinated.  To grasp the persistence that Abraham Lincoln showed throughout his political career.

21. Democratic Processes Chart the movement and create a map of the Confederacy government throughout the war. For each stop provide a brief description of their stay there. Write a one page paper hypothesizing what you feel might have happened with the South had Abraham Lincoln not been assassinated. Debate with a fellow student the significance of the Emancipation Proclamation had at the time of its release. Create a timeline that shows the political career of Abraham Lincoln. What were the elections that he succeeded and in which elections was he defeated. What would you have done after the war? Would you allow the citizens of the Confederacy to rejoin the Union with full rights or would you have forced reparations on them. Take into account that you might have lost a leg, a brother, a husband, etc. during the war.

22. Democratic Processes Confederate capitals Confederate capitals Confederate capitals Confederate capitals Lincoln’s plan Lincoln’s plan Lincoln’s plan Lincoln’s plan Emancipation Proclamation Emancipation Proclamation Emancipation Proclamation Emancipation Proclamation Lincoln’s Failures Lincoln’s Failures Lincoln’s Failures Lincoln’s Failures What would you do? What would you do? What would you do? What would you do?

23. Science, Technology, and Society Objectives:  To understand the technological advances during the war.  To better comprehend the difference in culture between the South and the North.  To analyze a battle and the decisions made during it.

24. Science, Technology, and Society Create a presentation on some of the technological advances that were made during the Civil War (submarines, rifling, etc.) Create a presentation on some of the technological advances that were made during the Civil War (submarines, rifling, etc.) Choose a partner a compare what culture was like in either the South or the North. Write a short paper describing what it would have been like to live during this time period. Choose a partner a compare what culture was like in either the South or the North. Write a short paper describing what it would have been like to live during this time period. Choose a battle and research what historians have determined to be the deciding factors in the battle. What went wrong and what went right for each side. What could have been. Create a Power Point presentation on what you have learned. Choose a battle and research what historians have determined to be the deciding factors in the battle. What went wrong and what went right for each side. What could have been. Create a Power Point presentation on what you have learned. Make a model of the historic battle between the Monitor and the Merrimack. Make a model of the historic battle between the Monitor and the Merrimack. Develop a commercial that abolitionists would have played explaining the evils of slavery if TV’s had existed during the 19 th century. Develop a commercial that abolitionists would have played explaining the evils of slavery if TV’s had existed during the 19 th century.

25. Science, Technology, and Society Civil War technology Civil War technology Civil War technology Civil War technology Everyday life leading up to and during the Civil War Everyday life leading up to and during the Civil War Everyday life leading up to and during the Civil War Everyday life leading up to and during the Civil War Battles Battles Battles Merrimack v. Monitor Merrimack v. Monitor Merrimack v. Monitor Merrimack v. Monitor Abolitionists Abolitionists Abolitionists