____________________________________
7th Grade Social Studies
Mexico & U.S. History from the Revolution to Reconstruction
Class 147— Ironclads
April 21, 2014
Focus: Which ship won the battle of Hampton Roads? Which Ironclad had a rotating gun turret?
--------------------------------------------------------------------------------Student Objectives:
1. I will compare and contrast the features of the Monitor and the Merrimack.
2. I will describe how “ironclads” changed naval warfare.
Homework:
-Current Events due Monday 4/28
-Read and Outline Chapter 16, Section 3 pgs. 522-525 (due 4/22)
-Read and Outline Chapter 16, Section 4 pgs. 528-531 (due 4/23)
-Read and Outline Chapter 16, Section 4 pgs. 532-534 (due 4/24)
-Read and Outline Chapter 16, Section 5 pgs. 536-537 stop @ Battle of Gettysburg (due 4/30)
-Read and Outline Chapter 16, Section 5 pgs. 537-540 start @ Battle of Gettysburg/stop @Union Campaigns Cripple the
Confederacy (due 5/2)
-Read and Outline Chapter 16, Section 5 pgs. 540 Union Campaigns Cripple the Confederacy only (due 5/7)
-Read and Outline Chapter 16, Section 5 pgs. 541-543 (due 5/8)
-Chapter 16 Test Thursday 5/15
Handouts:
none
I. USS Monitor
II. CSS Merrimack
III. Battle of Hampton Roads
Key terms/ideas/ people/places:
Ironclads
Turret
USS Monitor
By the end of class today, I will be able to answer the following:
Who won the Battle of Hampton Roads?
How did Ironclads change naval warfare?
CSS Merrimack
Battle of Hampton Roads
Notes
Class 147— Ironclads
April 21, 2014
USS Monitor:
 Iron plates protect the ship from enemy fire and ramming
 revolving gun turret
 11-inch guns (this refers to the width of the cannonballs)
 More maneuverable
CSS Merrimack/Virginia:
 Sank one Union ship, ran a second aground, and forced a third to surrender. Its 4-inch thick, iron plates kept
it from harm. Cannonballs bounced off of it.
 Took nearly half an hour to make a turn
Battle of Hampton Roads:
 Monitor vs. Merrimack
 Result=tie
Significance of Civil War Ironclads:
 the era of the wooden warship was at an end-iron would forever rule the seas
____________________________________
7th Grade Social Studies
Mexico & U.S. History from the Revolution to Reconstruction
Class 148— Shiloh, Vicksburg, & New Orleans
April 22, 2014
Focus: Turn to page 526 and 527 in your book. Look at the map. Answer Questions 1 and 2 on page 527 in the box
labeled “Geography Skills.”
--------------------------------------------------------------------------------Student Objectives:
1. I will analyze the battles of Shiloh, Vicksburg, and New Orleans.
2. I will analyze primary source letters from the home front to the front lines.
Homework:
-Current Events due Monday 4/28
-Read and Outline Chapter 16, Section 4 pgs. 528-531 (due 4/23)
-Read and Outline Chapter 16, Section 4 pgs. 532-534 (due 4/24)
-Read and Outline Chapter 16, Section 5 pgs. 536-537 stop @ Battle of Gettysburg (due 4/30)
-Read and Outline Chapter 16, Section 5 pgs. 537-540 start @ Battle of Gettysburg/stop @Union Campaigns Cripple the
Confederacy (due 5/2)
-Read and Outline Chapter 16, Section 5 pgs. 540 Union Campaigns Cripple the Confederacy only (due 5/7)
-Read and Outline Chapter 16, Section 5 pgs. 541-543 (due 5/8)
-Chapter 16 Test Thursday 5/15
Handouts:
Civil War letter from J.M. Gaston collection
I. The West
A. Shiloh
B. Vicksburg
C. New Orleans
II. Civil War Letter
Key terms/ideas/ people/places:
Ulysses S. Grant
David Farragut
Vicksburg
Siege
total war/hard war
Daniel Butterfield
By the end of class today, I will be able to answer the following:
Who won the Battle of Shiloh?
What is hard war?
Why was Vicksburg so important?
Shiloh
Taps
New Orleans
Notes
Class 148— Shiloh, Vicksburg, & New Orleans
April 22, 2014
Shiloh:
 Union commanded by General Ulysses S. Grant
 Union Victory
 More Americans were killed here than in the American Revolution, the War of 1812, and the Mexican-American
War combined.
 Grant criticized of the number of losses he suffers
o Lincoln responds: "I can't spare this man--he fights."
New Orleans:
 David Farragut slips past the forts and is able to help control the Mississippi River
Vicksburg:
 General Grant decides to lay siege to the city-47 days
 Total War/ Hard War
o shelled everything from Confederate troops, churches, and women and children
 Confederates build trenches in the cliffs to withstand the shelling
 Confederates forced to surrender
 Results:
o Cuts the Confederacy in two
o Grant is promoted to head the Union army
o Allows the Union to travel the Mississippi freely
o Keeps Europe out of the war
Taps:
 Union General Daniel Butterfield wants a new song to end the day-a call to lights out-inform soldiers it was time
to rest
 The tune spreads to the Confederacy
 After a battle, an artillery officer wants to bury one of his comrades that died in battle. Doesn’t want to fire the
standard 3 shots for fear of letting his men think that the fighting had resumed. Plays Taps instead.
 In 1891 becomes the official military funeral song.
____________________________________
7th Grade Social Studies
Mexico & U.S. History from the Revolution to Reconstruction
Class 149— Emancipation Proclamation & African Americans in the War
April 23, 2014
Focus: Turn to page 529 in you textbook and look at the map. Answer the question in the box entitled “Geography
Skills.”
--------------------------------------------------------------------------------Student Objectives:
1. I will explain the purpose and scope of the Emancipation Proclamation.
2. I will describe the role of African-Americans in the Union.
Homework:
-Current Events due Monday 4/28
-Read and Outline Chapter 16, Section 4 pgs. 532-534 (due 4/24)
-Read and Outline Chapter 16, Section 5 pgs. 536-537 stop @ Battle of Gettysburg (due 4/30)
-Read and Outline Chapter 16, Section 5 pgs. 537-540 start @ Battle of Gettysburg/stop @Union Campaigns Cripple the
Confederacy (due 5/2)
-Read and Outline Chapter 16, Section 5 pgs. 540 Union Campaigns Cripple the Confederacy only (due 5/7)
-Read and Outline Chapter 16, Section 5 pgs. 541-543 (due 5/8)
-Chapter 16 Test Thursday 5/15
Handouts:
The Emancipation Proclamation
I. Emancipation Proclamation
A. Impact
II. African Americans in the War Effort
A. North
B. South
Key terms/ideas/ people/places:
Abraham Lincoln
Emancipation Proclamation
Massachusetts 54th
Fort Wagner
Freed African Americans
By the end of class today, I will be able to answer the following:
How many slaves were freed under the Emancipation Proclamation?
Why did African Americans often fight on in battle even with terrible injuries?
Why is the Massachusetts 54th famous?
Slaves
Emancipation Proclamation
By the President of the United States of America:
A Proclamation.
Whereas, on the twenty-second day of September, in the year of our Lord one thousand eight hundred and sixty-two, a proclamation
was issued by the President of the United States, containing, among other things, the following, to wit:
"That 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 or designated part of a State, the people whereof shall then be in rebellion against the United States, shall be then,
thenceforward, and forever free; and the Executive Government of the United States, including the military and naval authority
thereof, will recognize and maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of them,
in any efforts they may make for their actual freedom.
"That the Executive will, on the first day of January aforesaid, by proclamation, designate the States and parts of States, if any, in
which the people thereof, respectively, shall then be in rebellion against the United States; and the fact that any State, or the people
thereof, shall on that day be, in good faith, represented in the Congress of the United States by members chosen thereto at elections
wherein a majority of the qualified voters of such State shall have participated, shall, in the absence of strong countervailing
testimony, be deemed conclusive evidence that such State, and the people thereof, are not then in rebellion against the United
States."
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 in time of actual armed rebellion against the authority and government of the United States,
and as a fit and necessary war measure for suppressing said rebellion, do, on this first day of January, in the year of our Lord one
thousand eight hundred and sixty-three, and in accordance with my purpose so to do publicly proclaimed for the full period of one
hundred days, from the day first above mentioned, order and designate as the States and parts of States wherein the people thereof
respectively, are this day in rebellion against the United States, the following, to wit:
Arkansas, Texas, Louisiana, (except the Parishes of St. Bernard, Plaquemines, Jefferson, St. John, St. Charles, St. James Ascension,
Assumption, Terrebonne, Lafourche, 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 Berkley, Accomac, Northampton, 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.
And by virtue of the power, and for the purpose aforesaid, I do order and declare that all persons held as slaves within said
designated States, and parts of States, are, and henceforward shall be free; and that the Executive government of the United States,
including the military and naval authorities thereof, will recognize and maintain the freedom of said persons.
And I hereby enjoin upon the people so declared to be free to abstain from all violence, unless in necessary self-defence; and I
recommend to them that, in all cases when allowed, they labor faithfully for reasonable wages.
And I further declare and make known, that such persons of suitable condition, will be received into the armed service of the United
States to garrison forts, positions, stations, and other places, and to man vessels of all sorts in said service.
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.
In witness whereof, I have hereunto set my hand and caused the seal of the United States to be affixed.
Done at the City of Washington, this first day of January, in the year of our Lord one thousand eight hundred and sixty three, and of
the Independence of the United States of America the eighty-seventh.
By the President: ABRAHAM LINCOLN
WILLIAM H. SEWARD, Secretary of State.
Notes
Class 149— Emancipation Proclamation & African Americans in the War
April 23, 2014
Emancipation Proclamation:
 Motive-reward those areas who came back into the Union fold by allowing them to keep their slaves
 Timing
o After Antietam-needs a victory
o gave the South three months to consider surrendering in order to keep their slaves
 Who was Freed?
o freed only those slaves in states still in rebellion as of January 1, 1863
o exempted areas loyal to the Union or occupied by Union forces in effort to keep those states loyal
o Lincoln believed he could only legally confiscate property in areas of rebellion
 Impact
o did not free a single person in the practical, immediate sense-the South wasn’t defeated
o change the focus of the war…war to end slavery
o Lincoln’s pledge to use naval and military authority gave the Proclamation teeth
o impacted morale and the way the war would be prosecuted
 some thought the South would have to sue for peace because there would be a slave revolt
 at first many soldiers in the North saw the proclamation as a reason to leave the army, decline to
reenlist, or not enlist at all
African Americans in the Union Army:
o 200,000 served in the army—80% were slaves that became free the moment they enlisted, rest were already
free…40,000 will die (1 out of 5)
o white private got $13 a month and uniform-African American private got $10 a month and were deducted $3 for
uniform…The pay is eventually made equal
o Union generals often denied them the opportunity to bear arms in battle and assigned them menial tasks freeing
up white soldiers-leads to more white discrimination
o Reaction to African Americans Serving
o Hate slavery but didn’t respect African American soldiers
o Somebody else to stop bullets
o Fight with unusual vigor after attaining injuries-fight with missing limbs and holes in their chest-start to see their
honor and valor and some Northerners reconsider their racial attitudes
o Capture=execution
o Massachusetts 54th
o African American Regiment with white officers
o Attacks Fort Wagner South Carolina
o They lose, but are respected for their bravery and courage
____________________________________
7th Grade Social Studies
Mexico & U.S. History from the Revolution to Reconstruction
Class 150— Camp Life and Roles of Women
April 24, 2014
Focus: What do you think the most common complaint was of the Civil War soldier?
--------------------------------------------------------------------------------Student Objectives:
1. I will describe Civil War camp life.
2. I will describe the hardships endured by Northerners and Southerners during the Civil War.
3. I will identify some of the roles of women in the Civil War.
Homework:
-Current Events due Monday 4/28
-Read and Outline Chapter 16, Section 5 pgs. 536-537 stop @ Battle of Gettysburg (due 4/30)
-Read and Outline Chapter 16, Section 5 pgs. 537-540 start @ Battle of Gettysburg/stop @Union Campaigns Cripple the
Confederacy (due 5/2)
-Read and Outline Chapter 16, Section 5 pgs. 540 Union Campaigns Cripple the Confederacy only (due 5/7)
-Read and Outline Chapter 16, Section 5 pgs. 541-543 (due 5/8)
-Chapter 16 Test Thursday 5/15
Handouts:
none
I. Camp Life
II. Civilian Hardships
III. Women
Key terms/ideas/ people/places:
Copperheads
Draft Riot
Inflation
Pauline Cushman
Jenny Hodges-Private Albert Cashier
Substitute
By the end of class today, I will be able to answer the following:
Who could avoid fighting in the both the North and South?
How did soldiers respond to Copperheads?
How does the phrase a “Rich man’s war and a poor man’s fight” apply to the Civil War?
Belle Boyd
Notes
Class 150— Camp Life and Roles of Women
April 24, 2014
Rebel: Nickname for the Confederate soldiers
Yankee: Nickname for Union Soldiers
Camp Life:
 Lice
 “Military life in camp is the most monotonous in the world. It is the same routine over and over every day.”
Copperheads:
 Wanted peace, opposed using force
 Soldiers thought them to be afraid or cowardly skunks
 Union soldiers never spoke of Copperheads without a curse and would rather shoot them than rebel soldiers
 Many soldiers spoke as if peace proponents constituted an enemy more formidable than the Confederates
Draft War:
 Draft-conscription-required service in the armed services
 New York, in July of 1863
 105 individuals were killed-The victims were the wealthy and free African Americans
 The attackers were mostly Irish
 “Rich man’s war and a poor man’s fight.”
 Substitutes
o Could be purchased for $300
o were considered poor men, cripples, convicts, and the riff raff of society
o In the South, a man could avoid military service if he owned more than 20 slaves
Belle Boyd: CSA
 Martinsburg-works as a nurse
 Flies Confederate Flag over house-Union officers try to raise the stars and stripes above their house. Boyd’s
mother shoots and kills one of the officers. Belle is not found guilty of wrongdoing.
 Boyd used this as an opportunity to charm one of the officers into providing her with information on Federal
troop movements prior to the First Battle of Manassas, which she sent to Confederate officers via her slave. Belle
would continue to provide Union secrets to the Confederacy and achieved much fame for her exploits. She was
ultimately betrayed by her lover in July 1862, was arrested and imprisoned for a month.
Pauline Cushman: USA
 While touring with a theatrical troupe in Union-controlled Louisville, Kentucky, Pauline was paid to toast
Confederate President Jefferson Davis after a performance. The theater fired her because she was now perceived
as a southern sympathizer. In 1863, a new opportunity presented itself, the chance to spy for the Union. She
became a camp follower touring with the Confederate Army in Kentucky and Tennessee. Her allure and striking
presence aided her in obtaining information that would be of value to the Union Army.
 After visiting the camp of General Braxton Bragg of the Confederate army, she managed to discover his battle
plans. She aroused suspicions and was finally caught with his battle plans. She was tried in military court and
sentenced to death. It is said that she was saved three days before her hanging by the invasion of the area by
Union troops. Despite her close call she agreed to continue spying behind the Confederate line. She was awarded
the rank of Brevet-Major by General Garfield and commended by President Abraham Lincoln for her service to
the Union cause, and became known as Miss Major Cushman.
Jenny Hodges-Private Albert Cashier
 “They surely must want soldiers badly, if they take that little fellow at the end of the line.”
 Enlists in 1862-fights in 40 battles-shortest “man” in the regiment





To help avoid detection, her family often wrote her asking her if “he” had bought a dress for his sweetheart
Captured and escaped at the siege of Vicksburg
Returns to civilian life, must maintain the image of a man to receive war pension
Breaks leg-doctor finds out-keeps secret
Placed in a rest home for male veterans-staff keeps her secret
____________________________________
7th Grade Social Studies
Mexico & U.S. History from the Revolution to Reconstruction
Class 151— Civil War Prisons
April 25, 2014
Focus: Why did the South have such a hard time caring for Union soldiers?
--------------------------------------------------------------------------------Student Objectives:
1. I will describe the conditions of the infamous Confederate Andersonville Prison camp in Georgia.
2. I will describe the conditions of the infamous Union Prison camp Elmira a.k.a. “Hellmira
Homework:
-Current Events due Monday 4/28
-Read and Outline Chapter 16, Section 5 pgs. 536-537 stop @ Battle of Gettysburg (due 4/30)
-Read and Outline Chapter 16, Section 5 pgs. 537-540 start @ Battle of Gettysburg/stop @Union Campaigns Cripple the
Confederacy (due 5/2)
-Read and Outline Chapter 16, Section 5 pgs. 540 Union Campaigns Cripple the Confederacy only (due 5/7)
-Read and Outline Chapter 16, Section 5 pgs. 541-543 (due 5/8)
-Chapter 16 Test Thursday 5/15
Handouts:
none
I. Andersonville
II. Elmira
Key terms/ideas/ people/places:
Dead Line
pigeon-roosts
Andersonville
Elmira
Captain Henry Wirz
By the end of class today, I will be able to answer the following:
Where was Andersonville Prison? Who was kept there?
Where was Elmira prison? Who was kept there?
Why enemy soldiers no longer paroled or exchanged?
(Over)
Important Quotes:
Description of Captain Henry Wirz:

He was described as an “emissary of Satan” or a “devil in human shape.”
Descriptions of Andersonville Prison:

“Pull the bark from a decayed log, and you will see a mass of maggots, full of vitality, in constant motion and
eternal gyration, crawling over one another, creeping under one another, all precisely alike, all intently engaged
in preying upon one another; and you will have an apt illustration of Yankee numbers, Yankee equality, and
Yankee prowess.”

“Owing to our condition, treated like brutes, almost naked, starving, covered in lice and maggots…the humane
part of man seemed to diminish and the brute or animal part to gain ascendancy.”

“I remember watching the bars at my window and wondering whether I should hang myself from them. I had not
the slightest wish or purpose to do so; but I felt as if I were being pushed on by some unseen force in the
direction of insanity.”

"As we entered the place, a spectacle met our eyes that almost froze our blood with horror, and made our hearts
fail within us. Before us were forms that had once been active and erect;—stalwart men, now nothing but mere
walking skeletons, covered with filth and vermin. Many of our men, in the heat and intensity of their feeling,
exclaimed with earnestness. "Can this be hell?" "God protect us!" and all thought that He alone could bring them
out alive from so terrible a place. In the center of the whole was a swamp, occupying about three or four acres of
the narrowed limits, and a part of this marshy place had been used by the prisoners as a sink, and excrement
covered the ground, the scent arising from which was suffocating. The ground allotted to our ninety was near the
edge of this plague-spot, and how we were to live through the warm summer weather in the midst of such fearful
surroundings, was more than we cared to think of just then."

“Can these be men—these little, livid brown, ash-streaked, monkey-looking dwarfs? They lay there, most of them
quite still, but with a horrible look in their eyes and skinny lips—often with not enough flesh to cover their teeth.
Probably no more appalling sight was ever seen on this earth.”
Notes
Class 151— Civil War Prisons
April 25, 2014
Andersonville Prison:
 Georgia
 Confederate Prison that held Yankee POW
 Commander-Henry Wirz
o After the war, will be put on trial and executed
 45,000 prisoners enter Andersonville in 14 months
 13,000 die
 26.5 acres-designed originally to hold about 10,000
 By the end of the war holds about 33,000
Elmira:
 “Hellmira”
 New York
 Union prison that held rebel POW
 25% of the prisoners died
All told more than 30,000 Union soldiers died in prison camps (mortality rate of 15.5%) and almost 26,000 Southerners
died (mortality rate of about 12%).