My name is ____________________________________ I am Partner ____ Period ____

Goal: Break down the chapter as you read. Don’t rush. Stop and think about what you are reading. Summarize the information as you go along. Many of the questions will ask you to make inferences (to figure out information that is not directly stated) using clues in the text.

Hint: Be sure to read all directions carefully. Always be sure both partners have the answers written on the guide.

Interactive Reading Guide: A HISTORY OF US: WAR, TERRIBLE WAR

“Lincoln’s Problems,” Pages 59-63

Partner One, read aloud paragraphs 1 and 2. Partner Two, listen for details.

Partner Two, read aloud paragraph 3. Partner One, listen for details. Use the word bank below to

complete the paragraph.

weaponswarRichmondWhite HouseVirginiawhite

soldiersJefferson Davisblack

populationplays

__________________ became the capital of the Confederate States of America. Unfortunately for ______________, much of the war was fought there. In 1861 when the war started, Richmond was growing with excitement. The _______________ increased by 1/3, the city started to produce _______________. Workers, _____________ and white citizens were excited by the prospect of war and committed to helping fight for the South. People did not realize what the _________ would really be like. People put on __________ and attended balls (fancy dances) to celebrate the start of the war. ___________________, the President of the Confederacy, moved his family to a mansion in Richmond and it became the ________________________________ of the Confederacy. Most __________ people in Virginia thought they would win the war, and most _________ people were slaves and usually could not act for themselves.

Partner One, read aloud paragraph 4. Partner Two, listen for details.

The map to the right shows Virginia in 1860, the shaded areas are counties with high percentages of slave ownership. What observations can you make?

What were the differences between people in the western part of Virginia and the eastern part of the state?

Why did this become an important difference when the war broke out?

Partner Two, read aloud paragraphs 5 and 6. Partner One, listen for details.

Washington D.C. is surrounded by Maryland and Virginia. Virginia sided with the ______________. Why was it important to the North that Maryland sided with them? Explain in 2-3 complete sentences.

Partner One, read aloud paragraphs 7 and 8. Partner Two, listen for details.

President Lincoln tried to balance the resources of the border states and the demands of the abolitionists. Examine the importance of both sides.

President Lincoln had important decisions to make – keeping the border states on his side and keeping the resources they had to offer OR doing what the abolitionists wanted and ending slavery? What did he have to examine and think about when making his decisions? Explain in 2-3 complete sentences.

Partner Two, read aloud paragraphs 9 and 10 and Partner One read paragraph 11. Both partners listen for details about Lincoln’s views on slavery.

President Lincoln seemed to have a variety of opinions when it came to slavery. In front of one audience, it sounded like he supported abolition, but in front of another audience it sounded like he was willing to let slavery continue. Examine the following quotes and put them in the context of the time period – who was the audience? What was the date? Explain why these would make a difference in how he discussed the issue of slavery.

Partner Two, read aloud paragraphs 12 and 13 and Partner One read paragraph 14 and 15. Both partners listen for details and then complete the chart below. Decide of the characteristic listed was an advantage for the North or for the South.

knew the land they were fighting on

had more men to become soldiers

were skilled fighters

had factories to make weapons

could produce more food for soldiers

were very determined to win the war

were fighting to protect their land

knew how to shoot a gun

Partner Two, read aloud paragraphs 16 and 17 and Partner One read paragraphs 18 and 19. Both partners listen for details and then put the events listed in the order that they happened.

_____ The United States built a fort in South Carolina named Fort Sumter.

_____ South Carolina said it would starve the Union soldier inside the fort if they refused to leave.

_____ Confederate soldiers fired on U.S. ships coming in to Fort Sumter to bring in supplies.

_____ The Civil War started in April 1861.

_____ South Carolina voted to secede on December 20, 1860.

_____ President Lincoln ordered food and other supplies sent to Fort Sumter.

_____ South Carolina said that Fort Sumter was no longer the property of the U.S., it belonged to the

Confederacy.

Look at the map of Fort Sumter on page 62. Why would U.S. troops have a difficult time trying to bring supplies to the fort? Explain in 2-3 complete sentences.

Define secede. You might need to use a dictionary.

Use a color pencil to shade in the states that seceded from the United States.

List the states that seceded (you can abbreviate).

What do all of these states have in common?

What is the definition of a border state?

Use a color pencil to shade in the border states on this map.

List the border states (you can abbreviate them).

We are not enemies, but friends. We must not be enemies.

I have no purpose, directly or indirectly, to interfere with the institution of slavery in the states where it exists.

Which group of people was Lincoln referring to when he said this?

Why was it important for the two groups to remain friends?

When did Abraham

Lincoln say this?

What was he trying to accomplish in this speech?

…the weights would be lifted from the shoulders of all men, and that all should have equal chance.

The government will not use force unless force is used against it.

What state was Lincoln in when he

gave this speech?

Would he have been able to give this same speech about “equal chances” in the deep south? Explain your answer.

Does President

Lincoln want to go

to war?

Does he think he can avoid going to war?