The Civil War

Lesson Goals In this lesson we will examine personality characteristics to determine your definition of good character. You will use your definition to develop an opinion of notorious Civil War Generals Ulysses S. Grant and Robert E. Lee.

The Emancipation Proclamation was a major outcome of the Civil War and one of President Lincolns most controversial decisions. We will examine how this document changed lives in the United States.

We will virtually tour the Battle of Gettysburg and re-create the feeling of this time using various forms of media. How Did the Civil War Change Our Nation?The Essential Question

Social Studies 8th GradeBy Jennifer WalkerTable of ContentsIntroductionLesson GoalsEssential QuestionBackgroundLesson 1 Lesson 2Lesson 3Assessment: Learning Contract and PortfolioTeacher Support materialsIntroductionThe Civil War: Generals, Battles, and FreedomBefore You Begin You will be creating an electronic portfolio to track your progress throughout this unit.

Throughout this unit you will be completing individual, as well as group assignments. All completed assignments will be added to your portfolio. The portfolio will consist of all completed assignments, any notes taken during assignment preparation, and a reflection of the overall unit. BackgroundCivil War Lesson Highlights

What About the Civil War? The United States: North vs. South

The North, federalists, believed the government should be the rule making body. The South, anti-federalists, believed that rules should be made by states individually. Issues of Conflict Taxation, Tariffs, Internal improvements, Military, and Slavery Main issue: Economic Differences Northern economics based on manufacturing whereas Southern economics more agricultural. Slavery was abolished in the North but not in the South. Southern economics required more labor, cheap labor provided by slaves.Continued Concerns As new states joined the Union they had to decide whether to legalize slavery. Both sides were concerned that the other would accumulate more power. EG. If more states joined and legalized slavery the South would gain more power and vice versa. The Breaking Point Abraham Lincoln was elected President in March of 1861. States began to succeed from the Union and the South elected their own President, Jefferson Davis. On April 12, 1861, Confederate armies opened fire on Fort Sumter, a federally owned fort, and the Civil War began.Defining Good Character Comparing and Contrasting Ulysses S. Grant and Robert E. Lee

What Is Good Character? Think of someone you admire for their good character and why.

Take a minute to make a list of the traits you admire in that person. Begin your list with People with good character are

According to the Josephine Institute of Character there are Six Pillars of Character. How do they compare with your list?http://charactercounts.org/pdf/PersonOfCharacter-handout-0703.pdf

13Character DefinedDefinition: A set of behavior traits that define the person you are.

Character determines whether you will achieve your goals, be forthright in dealing with others and obey the rules of the group. What does this mean?Character vs. Personality Personality traits are traits we are born with or inborn traits. Shy vs. Outgoing Leader vs. Follower Task oriented vs. People oriented Character is learned behavior as a result of interaction with family, friends, and other mentors. It is, in essence, your values and attitude. Honest vs. Dishonest Reliable vs. Unreliable Tolerable vs. Judgmental Although character and personality are related they are not one in the same. Your personality is what it is but you can change your character. General FactsUlysses S. GrantRobert E. LeeUnion GeneralGraduated 21st out 39 cadets at West Point in 1843Fought in Mexican War from 1846-1848Nicknames included Unconditional Surrender and The ButcherWon 7 Civil War battlesBecame the 18th President of the United StatesConfederate GeneralGraduated 2nd in his class from West Point in 1829Fought in Mexican War in 1846Nicknames included Granny Lee and King of SpadesWon 7 Civil War battlesBecame President of Washington College in VirginiaIts Your Turn to Choose A Good CharacterChoose either Ulysses S. Grant or Robert E. Lee

2. Explore the links provided for that character and analyze the information. (Feel free to use other sources as well.)

3. Use the Six Pillars of Character to determine if and in what ways your character fits the definition of someone with good character. Be specific and give examples for each trait.

4. Write a 2 page double-spaced essay describing your thoughts and be prepared to share them with the class in informal group discussion.

5. Lastly, return to your list of good character traits and who in your life is representative of good character. Write a one page essay on who you chose and why. Character Links

Grant

Lee Grants BiographyUlysses S. Grant

Lees BiographyRobert E. LeeGrants Memoirs; Chapter XVIIGrants Memoirs: Chapter XVII

http://www.pbs.org/wgbh/amex/grant/broadband/memoirs.pdfhttp://www.youtube.com/watch?v=nCZLae7kuTIhttp://www.youtube.com/watch?v=1m9CvdxGj6w18The Emancipation Proclamation and Lincoln

Abraham Lincolnhttp://www.youtube.com/watch?v=2B73vkTeL_g&feature=player_embedded#!20Get To Know Abraham LincolnConduct additional on-line research about Abraham Lincoln.

2. List as many significant events as possible from his life, including the obvious dates of birth and death.

3. Be resourceful and list as much as you can find.

4. Examples of other events include speeches given, personal events, and even events that occurred after his death (hint, hint)

5. After you have collected your data we will use class time to upload the information using Time Line Generator. The timeline will then become part of your e-portfolio. The Emancipation ProclamationWas It Really The Most Important Document In History?

Purpose of the Document States that all enslaved people within the states of rebellion were free. However, because Confederacy did not agree with the document slaves were not immediately free.

It did not free ALL slaves. In order to keep border states in the Union they were permitted to keep slaves. Enslaved people fled to the Union to fight for the North. Free Blacks of the North viewed it as an added moral dimension and increasingly joined the Union army as well. PurposeCommitted to ending slavery and promoted the mission of reestablishing a unified nation. The Proclamation raised the stakes for both the Union and Confederate armies. In 1865 the Thirteenth Amendment was passed, solidifying the Proclamation, and four million enslaved people were freed.

Remember: Lincoln did not personally believe in owning slaves. However, his purpose behind the Emancipation Proclamation was NOT to abolish slavery but to PRESERVE the union. It was the beginning of the end to slavery but was not his initial goal.

The Emancipation Proclamation Overviewhttp://www.youtube.com/v/akfQ7TfAQVY&feature=channel25 Complete the Emancipation Proclamation Worksheet to be reviewed together in classReading of the Document Follow along using the text handoutWhat Does It Say?http://www.gilderlehrman.org/historynow/12_2005/pdf/Emancipation_Proclamation_Worksheet.pdfhttp://www.gilderlehrman.org/historynow/12_2005/pdf/Emancipation%20Proclamation.pdfhttp://www.youtube.com/watch?v=2igAUy1RKg826Affects of The Proclamation Enslaved People?

Free blacks of the North?

Abolitionist?

Plantation Owners in the South?

Union Soldiers?

Confederate Soldiers?

Time to Debate!The class will be divided into groups representing the groups previously discussed.

2. As a group, answer the questions on the character sheet.

3. Develop your argument on behalf of the group you are representing.

4. We will have an in class debate among groups with each group arguing their point of view using valid points from the Emancipation Proclamation and the realistic ways it affects your group.

5. After the debate, you will each submit a one page essay identifying what group you represented and whether you agree or disagree with the argument you presented. http://www.gilderlehrman.org/historynow/12_2005/pdf/Character_Sheet.pdf28

Were Going to GettysburgVirtually!Battle of Gettysburg Basics Battle Dates: July 1-July 3, 1863

Forces: 75,000 Confederate and 90,000 Union

Casualties: 11,000 dead or mortally wounded; 29,000 wounded; 10,000 missing

Union commander: George G. Meade

Confederate Commander: Robert E. Lee

It was the turning point of the Civil WarBattle of Gettysburg: Day One Confederate Victory

Battle sites: 1.McPhersons Ridge 2.The Railroad Cut 3.Oak Hill 4.Oak Ridge 5.The Eleventh Corps Line

http://www.civilwaralbum.com/gettysburg31Day One: The Battle Begins The battle began against the wishes of General Lee whose forces were not yet in position and prepared to fight. Initially he was angry but upon seeing that they were winning, he ordered the battle to continue.

Confederate armies outnumbered Union armies

Confederate army attacked first but lost in a fierce counterattack by the Union army.

Union armies were attempting to maintain their position at the McPherson Farm but were unsuccessful. They were forced to withdraw to Seminary Ridge for one last battle before they retreated to Cemetery Hill to end the first days battle.Battle of Gettysburg: Day Two Undecided Victor Battle Sites: 6. Seminary Ridge 7. Pitzer Woods 8. General Longstreets Headquarters 9. Warfield Ridge 10.Little Round Top 11.Devils Den 12.The Wheatfield 13.The Peach Orchard 14.Trostle Farm 15.Cemetary Ridge 16.Culps Hill 17.Spanglers Spring 18. East Cemetery Hill

http://www.civilwaralbum.com/gettysburg/33Day Two: The Bloodiest Day of the Battle Union armies were replenished and formed a U-shaped defense from Culps Hill to Cemetery Ridge.

Lee planned a small attack up the center but the largest attacks on the right AND left side to weaken the Union army from all sides.

Union Major General Sickles disobeyed orders and moved his men away from position, severely weakening the Union line. Sickles line was attacked between Devils Den and the Peach Orchard and the Confederate army won. Six thousand men were killed, wounded, and captured during this battle.

A portion of the battle site adjoining to Devils Den has been nicknamed The Valley of Death. Battle of Gettysburg: Day Three Union Victory

Battle Sites: 19. Picketts Charge 20. The High Water Mark 21. Zieglers Grove 22. East Calvary Field

http://www.civilwaralbum.com/gettysburg/35Day Three: The Most Memorable Charge of the War Confederates began the battle by bombarding the Union heavily. They forged ahead attempting to attack the Unions Center. This became known as Picketts Charge.

The Union retaliated and Picketts Charge failed.

After meeting the Union in other areas and also losing those battles, it became evident that the Union army was winning.

After receiving word of the battle losses, Lee ordered all of his men to retreat to Virginia. The Battle of Gettysburg had ended. Get Interactive and Creative! Through this lesson we discussed and listed many battle sites. There were 3 major sites, one for each day of battle; McPherson Farm, Devils Den, and The Field of Picketts Charge.

Your task is to pick one of these sites and recreate the scene.

You can create a scrapbook page, front page of a newspaper, or I-movie. You may also choose to write a poem or song and create a podcast to present it. Be creative and read tutorials for questions.

You may choose to create your project from the point of view of a soldier, family member, resident of Gettysburg who is experiencing the battle, or reporter.AssessmentActivities for Your PortfolioLearning Contract You must earn at least 50 points for the unit. Completion of all the assignments throughout the unit will earn you 40 points. The activities in the yellow grid squares are required. Everyone must complete these 2 assignments and they are worth 10 points each.

You may choose the remainder of the activities to earn you points. Know and Understand activities are worth 5 points. Apply, Analyze, Create, and Evaluate are worth 10 points.Learning ContractMIKnowUnderstandApplyAnanlyzeCreateEvaluateLearning ContractMIKnowUnderstandApplyAnalyzeCreateEvaluateVerbalList 5 battle sites from the Battle of GettysburgWrite a letter from the point of view of a soldier and present it to the class.LogicalConstruct a map showing the division of the North and the South during the Civil War.Justify why slavery should have been upheld from the views of a Southern business owner.VisualPaint a picture of one the famous Generals of the Civil War.Create a visual aid of the Gettysburg Battle sites and a brief explanation of the significance of each.

Learning ContractMIKnowUnderstandApplyAnalyzeCreateEvaluateHands-OnSew a flag replicating either the Union or Confederate flag Analyze the weapons used during the civil War.MusicalFind a Civil War song and outline the message of the song.Write a song about the Civil WarPerform your song.SocialIn a group, re-create a Civil War battle.Create a Civil War board gameLearning ContractMIKnowUnderstandApplyAnalyzeCreateEvaluatePersonalExplain how you feel about slavery.Offer other solutions to slaveryNaturalistWrite a short essay about the effects of war on the landYou are a land owner in the South. Walk around your own yard and write a story about the devastation of your land. Teacher Support MaterialsWhat you need to make this unit successfulObjectives Students will understand the contributions of key individuals of the Civil War including Robert E. Lee and Ulysses S. Grant. They will learn about the meaning of the Emancipation Proclamation and Abraham Lincoln's reasons for creating it. They will also learn more about the Battle of Gettysburg, including what battles happened each of the three days and view them on a map. The will specifically study at least one battle. Content StandardsStudents collect, organize, evaluate and synthesize information from multiple sources to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in simulated or real-world settings.By the end of the 6-8 program:A. Analyze different perspectives on a topic obtained from a variety of sources.B. Organize historical information in text or graphic format and analyze the information in order to draw conclusions.C. Present a position and support it with evidence and citation of sources.D. Work effectively in a group.Content StandardsStudents use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.By the end of the 6-8 program:A. Interpret relationships between events shown on multiple-tier time lines.B. Describe the political and social characteristics of early civilizations and their enduring impact on later civilizations.C. Describe the characteristics offeudal societies and the transition to the Renaissance and Reformation in Europe.D. Describe the effects of interactions among civilizations during the 14th through the 18th centuries.E. Explain the causes and consequences of the American Revolution, with emphasis on both Colonial and British perspectives.F. Explain the political and economic challenges faced by the United States after the Revolutionary War and theactions that resulted in theadoption of the U.S. Constitution.G. Analyze the causes and consequences of the American Civil War.Essay RubricCATEGORY 4 3 2 1 Respect for Other Team All statements, body language, and responses were respectful and were in appropriate language. Statements and responses were respectful and used appropriate language, but once or twice body language was not. Most statements and responses were respectful and in appropriate language, but there was one sarcastic remark. Statements, responses and/or body language were consistently not respectful. Information All information presented in the debate was clear, accurate and thorough. Most information presented in the debate was clear, accurate and thorough. Most information presented in the debate was clear and accurate, but was not usually thorough. Information had several inaccuracies OR was usually not clear. Rebuttal All counter-arguments were accurate, relevant and strong. Most counter-arguments were accurate, relevant, and strong. Most counter-arguments were accurate and relevant, but several were weak. Counter-arguments were not accurate and/or relevant Use of Facts/Statistics Every major point was well supported with several relevant facts, statistics and/or examples. Every major point was adequately supported with relevant facts, statistics and/or examples. Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable. Every point was not supported. Essay Rubric

CATEGORY 4 3 2 1 Respect for Other Team All statements, body language, and responses were respectful and were in appropriate language. Statements and responses were respectful and used appropriate language, but once or twice body language was not. Most statements and responses were respectful and in appropriate language, but there was one sarcastic remark. Statements, responses and/or body language were consistently not respectful. Information All information presented in the debate was clear, accurate and thorough. Most information presented in the debate was clear, accurate and thorough. Most information presented in the debate was clear and accurate, but was not usually thorough. Information had several inaccuracies OR was usually not clear. Rebuttal All counter-arguments were accurate, relevant and strong. Most counter-arguments were accurate, relevant, and strong. Most counter-arguments were accurate and relevant, but several were weak. Counter-arguments were not accurate and/or relevant Use of Facts/Statistics Every major point was well supported with several relevant facts, statistics and/or examples. Every major point was adequately supported with relevant facts, statistics and/or examples. Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable. Every point was not supported. Presentation Style Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. Team sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. One or more members of the team had a presentation style that did not keep the attention of the audience. Organization All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion. Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion. All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical. Arguments were not clearly tied to an idea (premise). Understanding of Topic The team clearly understood the topic in-depth and presented their information forcefully and convincingly. The team clearly undestood the topic in-depth and presented their information with ease. The team seemed to understand the main points of the topic and presented those with ease. The team did not show an adequate understanding of the topic. CATEGORY 4 3 2 1 Respect for Other Team All statements, body language, and responses were respectful and were in appropriate language. Statements and responses were respectful and used appropriate language, but once or twice body language was not. Most statements and responses were respectful and in appropriate language, but there was one sarcastic remark. Statements, responses and/or body language were consistently not respectful. Information All information presented in the debate was clear, accurate and thorough. Most information presented in the debate was clear, accurate and thorough. Most information presented in the debate was clear and accurate, but was not usually thorough. Information had several inaccuracies OR was usually not clear. Rebuttal All counter-arguments were accurate, relevant and strong. Most counter-arguments were accurate, relevant, and strong. Most counter-arguments were accurate and relevant, but several were weak. Counter-arguments were not accurate and/or relevant Use of Facts/Statistics Every major point was well supported with several relevant facts, statistics and/or examples. Every major point was adequately supported with relevant facts, statistics and/or examples. Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable. Every point was not supported. Presentation Style Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. Team sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. One or more members of the team had a presentation style that did not keep the attention of the audience. Organization All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion. Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion. All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical. Arguments were not clearly tied to an idea (premise). Understanding of Topic The team clearly understood the topic in-depth and presented their information forcefully and convincingly. The team clearly undestood the topic in-depth and presented their information with ease. The team seemed to understand the main points of the topic and presented those with ease. The team did not show an adequate understanding of the topic. Presentation Style Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. Team sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. One or more members of the team had a presentation style that did not keep the attention of the audience. Organization All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion. Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion. All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical. Arguments were not clearly tied to an idea (premise). Understanding of Topic The team clearly understood the topic in-depth and presented their information forcefully and convincingly. The team clearly undestood the topic in-depth and presented their information with ease. The team seemed to understand the main points of the topic and presented those with ease. The team did not show an adequate understanding of the topic. Bibliography"Gettysburg, a Virtual Tour." Civil War site photos, maps and official records reports. N.p., n.d. Web. 27 Aug. 2010.