Not Just a Man's War

from SCORE H/SS!

http://score.rims.k12.ca.us/activity/manswar/index.html

Description: Step into the experiences of women during the Civil War. You play the character of a young woman in 1862 who has only recently left your girlhood home to join the war effort for your side in the Civil War or War Between the States. You will be writing letters to one person in your family...a grandparent, parent, husband, brother or sister...to share your concerns. You want to help your side of the war and will not leave your job until the war is over. Standard 8.10.7

Author: Eileen M. Granet, Grant Middle School

Lesson ID: 760

When Johnny Went Marching Off...

from SCORE H/SS!

http://rims.k12.ca.us/activity/johnny_marching/index.html

Description: Four young people from the same community have gone to war. One of them has become quite expert in the new technology of photography and spends his/her days recording battle sites, groups of soldiers, ordnance, etc. One is a reporter writing accounts of battles and troop movements. A third gave up a career as a teacher, but not his/her interest in the lives of leaders. He/she writes biographies of army generals when not serving as "aide de camp" to the General. The fourth is an ordinary soldier (or laundress/cook) who, as often as possible, writes letters to family and friends back home about daily life in the army. After the War, three of the friends meet at the home of the photographer. The soldier, unfortunately, died in battle. The family and friends of the dead soldier (laundress/cook) have, however, made his/her letters available to the three survivors. The survivors have decided to collaborate on a group memoir for publication. Standards 8.10.6 and 8.10.7

Author: Karen Harness, Cecil Avenue Middle School

Lesson ID: 1238

54th Massachusetts

http://history.grand-forks.k12.nd.us/ndhistory/LessonOverview.aspx?LessonID=67

Description: Even though African Americans had fought in previous wars, the Union army dragged its feet on the issue of using black troops. Only after the Emancipation Proclamation did African Americans have the opportunity to join the army. The most famous were the troops of the 54th Massachusetts under Colonel Robert Gould Shaw. Learn about the struggle experienced by African Americans who wanted to join the Union army. Read about the inequality experienced by African American soldiers and write an editorial trying to persuade the army to pay its black soldiers an amount equal to its other soldiers. Standard 8.10.5

Author: Engaging Students in American History

Lesson ID: 1415

Abraham Lincoln on Slavery and Race

http://www.historynow.org/12_2005/lp1.html

Description: Slavery played a prominent role in America's political, social, and economic history in the antebellum era. The South's "peculiar institution" was at the forefront of discussions ranging from the future of the nation's economy to Western expansion and the admission of new states into the Union. The public discourse in the first half of the nineteenth century exposed the nation's ambivalence about slavery and race. Politicians were increasingly pressured to make their opinions known, and Abraham Lincoln was no exception. Students examine primary documents, the letters and speeches of Abraham Lincoln, in order to analyze Lincoln's position on slavery. Standards 8.9.5 and 8.10.4

Author: Gilder Lehrman

Lesson ID: 1387

Abraham Lincoln, the 1860 Election, and the Future of the American Union and Slavery

http://edsitement.neh.gov/view_lesson_plan.asp?id=662

Description: Explore Abraham Lincoln's rise to political prominence during the debate over the future of American slavery. Contrast Lincoln's anti-slavery politics with the abolitionism of William Lloyd Garrison and Frederick Douglass and the "popular sovereignty" concept of U.S. Senator Stephen A. Douglas. Examine the views of southern Democrats like Jefferson Davis and William Lowndes Yancey to show how sectional thinking leading up to the 1860 presidential election eventually produced a southern "secession" and the American Civil War. In addition, compare the Republican Party platform of 1860 to the platforms of the two Democratic factions and the Constitutional Union Party to determine how the priorities of Lincoln and his party differed from the other parties in 1860, and how these differences eventually led to the dissolution of the Union. Standards 8.9.5, 8.10.1, 8.10.4, and 8.10.5

Author: EDSITEment

Lesson ID: 1569

American Civil War

http://oncampus.richmond.edu/academics/education/projects/webquests/civilwar/

Description: You and your team will look into the Civil War by looking at the perspectives of people representing conflicting interests during the war era. Your job will be to analyze your individual and gain an understanding on his/her views, feelings and how the war effected him/her. The goal of this project is for you to gain a deeper understanding of the who, what, where and why the American Civil War occurred. The reasons and the answers that are gained from researching this will help in understanding some of today's real world conflicts. Standards 8.10.0, 8.10.5, 8.10.6, and 8.10.7

Author: R. Mulford and A. Szajda, William Pelkey and Max Smith

Lesson ID: 50

An Early Threat of Secession: The Missouri Compromise of 1820 and the Nullification Crisis

http://edsitement.neh.gov/view_lesson_plan.asp?id=658

Description: There had always been differences between northern and southern states, the former more commercial and the latter more agrarian in outlook and livelihood. But no difference was so potentially divisive as the South's insistence on the right to hold slaves and the North's growing aversion to it. The newly acquired territory to the West, resulting from the Louisiana Purchase in 1803, brought the issue of the extension of slavery to a slow boil in 1819. But slavery in the territories was not the only issue dividing North and South. The question of tariffs (or taxes) on foreign imports proved so volatile that one state tried to nullify an act of Congress and threatened to secede from the Union. After completing this lesson, students will gain a better understanding of how the controversies over slavery's expansion and federal tariffs further entrenched the dividing line between northern and southern interests. Standards 8.9.5, 8.10.1, and 8.10.3

Author: EDSITEment

Lesson ID: 1568

Attitudes Toward Emancipation

http://edsitement.neh.gov/view_lesson_plan.asp?ID=290

Description: The Emancipation Proclamation brought America a step closer to the ideals of the Declaration of Independence. Through the Internet, students will explore the many obstacles and alternatives America faced in making this passage toward "a more perfect Union." They evaluate the provisions of the Emancipation Proclamation; trace the stages that led to Lincoln's formulation of this policy; explore the range of contemporary public opinion on the issue of emancipation; and document the multifaceted significance of the Emancipation Proclamation within the context of the Civil War era. Standard 8.10.4

Author: EDSITEment, National Endowment for the Humanities

Lesson ID: 112

Behind Rebel Lines Cyberguide

http://www.sdcoe.k12.ca.us/score/behind/behindsg2.html

Description: Behind Rebel Lines is the story of a patriotic woman, Sarah Emma Edmonds, who wants to fight for her country in the Civil War. During that time, both the Union and Confederate armies forbade the enlistment of women. Sarah was one of many women who served her country by enlisting as a male soldier. Here are six internet based activities to learn more about women in the Civil War. Standard 8.10.6 and 8.10.7

Author: Cristy Clouse and Kathy Wanchek, San Dieog County Office of Education

Lesson ID: 131

Black Troops in Union Blue

http://www.crf-usa.org/bria/bria12_1.html#troops

Description: Nearly 180,000 free black men and escaped slaves volunteered for service in the Union Army during the Civil War. But at first they were denied the right to fight by a prejudiced public and a reluctant government. Even after they eventually entered the Union ranks, black soldiers continued to struggle for equal treatment. Placed in racially segregated infantry, artillery, and cavalry regiments, these troops were almost always led by white officers. Black soldiers, including more than a dozen Congressional Medal of Honor winners, fought in 449 Civil War battles. More than one-third of them died during the war. Through their courage and sacrifice, these black men helped press the African-American fight for equality. Discussion questions guide the reading. Standards 8.10.5 and 8.10.7

Author: Constitutional Rights Foundation

Lesson ID: 150