Civil War Lesson Plan
Kate Gilbert
Safford Middle School
8th Grade
Theme: Civil War-“Which Side Are You On?”
(1-3 day lesson)
Standards:
SS07S1-C1PO7- Research Skills: analyze cause and effect relationships
between and among individuals and/or historical events.
SS07S1-C1PO8- Describe two points of view on the same historical event.
SS07S1-C6PO4a-Analyze the impact of the Civil War personally, socially and
economically for Americans fighting Americans.
Content Objective:
Students will look at primary sources (newspaper articles) and secondary sources
(textbook) for traditional and non-traditional perspectives that help show the
complexity of the Civil War.
Language Objectives: (please adjust if necessary) www.ade.state.az.us/asd/lep
 Reading and Writing ELL-Intermediate: Students will read, discuss,
analyze, and compare various primary documents while identifying key
vocabulary and concepts. Students will write responses to a variety of
questions concerning primary documents from the Civil War
 Listening and Speaking ELL-Intermediate: Students will respond to
questions from primary source documents from the Civil War. Students will
have the opportunity to memorize and manipulate phrases for expression and
effect (see lesson extension handouts).
Key Vocabulary: (post, define, discuss) abolitionist, fugitive, border states, union,
yankee, rebel, Emancipation Proclamation
Materials/Technology: Map of northern/southern states. Lesson handouts are
attached at end of lesson for copying, overhead or projector (optional).
Preparation:
Bell Work: Based on your textbook how would you describe a northerner’s view
and the southerner’s view towards African-Americans and slavery?
Create a T-chart for display using Franklin, Pa. and Augusta, Va. as the title. Using
a map, have students identify which town is located in the North and which is in
the South. Have students record responses from Bell Work onto the T-chart. Keep
the T-chart(s) for future discussions.
Lesson Sequence/Application Practice
As a class, have students read “Sensible Colored Folks” (attached) and
answer/discuss questions. Also read “The Niggers are Coming”(attached) (be
sure to discuss the use of the word “nigger” in this context). Answer questions for
discussion at the end of each article.
 Based on class needs, this can be done whole group, small groups or
individually.
When using groups assign a reader(s), a writer (records answers for group), and
a speaker (shares answers with whole group). Encourage students to use Talk
Aloud (talking within group about the meaning while reading) and Talking to
the Text (writing in the margins: comments, questions, opinions, etc.) strategies
to help with understanding.
Reflection: Comparing Documents
 Using information from the text, add key information from each article onto
the T-chart (add using a different color).
 Discussion Questions:
Where you surprised by the content of these articles? Explain your answer.
How do these two documents challenge your views about the North and the
South during the Civil War?
How might the fact that Virginia and Pennsylvania were “border states”
influence the views stated in each article?
Review/Assessment
Students will write a response to “Sensible Colored Folks” from the perspective of
a southern slave owner.
Students will write a response to “The Niggers are Coming” from the perspective
of a northern abolitionist.
Sensible Colored Folks
(Column 5)
Civil War-Era newspaper
Staunton Spectator, October 13, 1863
Augusta, Virginia
http://www.vcdh.virginia.edu/xml_docs/valley_news/html/opening.html
Full Text of Article:
The Petersburg Express is informed by Lieut. Daniels, who has just arrived at
Petersburg from Fort Norfolk, that some 35 or 40 Southern negroes, captured at
Gettysburg, are confined at Fort McHenry. He says that they profess an undying
attachment to the South. Several times Gen. Schenck has offered to release them
from the Fort, if they would take the oath of allegiance to the Federal Government
and join the Lincoln army. They had peremptorily refused in every instance, and
claim that they should be restored to their masters and homes in the South. They
say they would prefer death to liberty on the terms proposed by Schneck.
Summary: (Optional) According to an account by a Lieut. Daniels, between thirtyfive or forty Southern blacks captured at the Battle of Gettysburg by Northern
forces are being held at Fort McHenry. While they have been offered release from
their confinement if they would "take an oath of allegiance to the Federal
Government and join the Lincoln army," the prisoners have refused the offer and
have instead insisted that they should "be restored to their masters and homes in
the South."
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When and where (locate on a map) was this article written?
Why would this be news in Augusta, Virginia?
How does this article support the South’s beliefs?
Why might blacks want to stay in the South and not want freedom
in the North?
 Why do you think they used the word “Sensible” in the title?
 If this article was written in a Gettysburg, Pa. newspaper what
might the title say? Why?
The Niggers are Coming--Fine Prospects Ahead
Civil War-Era Newspaper
Valley Spirit April 30, 1862
Franklin, PA.
(Column 4)
http://www.vcdh.virginia.edu/xml_docs/valley_news/html/opening.html
Excerpt: Three hundred Fugitives expect to get here next week.
Our citizens are, in the main, incensed at the appearance of these people, and the
laboring people are particularly chagrined. Several of the men have money, and
one negro had Treasury notes to the amount of a hundred dollars.
Here now, we have a practical demonstration of the effect of the efforts of the
insane abolitionists to free the negroes. They already begin to come North in gangs
of one hundred at a time, bringing along their children and Grand-mothers, to be
supported by the people of the North. "Three hundred more are expected next
week!" So we are told--and their good friends, the abolitionists, are trying to
"secure them employment in the arsenals and Navy yards!" Pleasant prospects for
the Irish, German and American laborer! Sambo to get all the work: poor white
men to be thrown out of employ to make
Easton Argus.
Summary: Notes the arrival in Philadelphia of over one hundred former slaves,
who were met by a crowd of taunting whites and eventually by a welcoming
committee of local blacks. It is rumored that some abolitionists will try to get them
employment at the local navy yard. The author protests this action, saying it puts
blacks in competition with white mechanics. He argues that the freed blacks should
stay in the South to work on plantations.
 Where (locate on the map) and when was this article written?
 What is the author’s point of view of former slaves moving to
Philadelphia?
 Who do you think this article was written for? (audience)
 What do you think the author’s purpose was?
 Do you see any connections from the past to the present when
reading this article? Explain the connection.
Additional handouts, questions and activities for lesson extension:
The Battle Cry of Freedom
By George F. Root, 1862
http://www.countrygoldusa.com/battle_cry_of_freedom.asp
Northern Version
Yes, we'll rally round the flag, boys
Rally once again,
Shouting the Battle Cry of Freedom!
We will rally from the hillside
We'll gather from the plains,
Shouting the Battle Cry of Freedom!
The Union forever!
Hurrah boys hurrah!
Down with the traitor, up with the star,
While we rally round the flag, boys
Rally once again
Shouting the Battle Cry of Freedom!
We are springing to the call
For three hundred thousand more,
Shouting the Battle Cry of Freedom!
And we'll fill the vacant ranks
Of our brothers gone before,
Shouting the Battle Cry of Freedom!
The Union forever!
Hurrah boys hurrah!
Down with the traitor, up with the star,
While we rally round the flag, boys
Rally once again
Shouting the Battle Cry of Freedom!
We will welcome to our numbers
The loyal, true and brave,
Shouting the Battle Cry of Freedom!
And although they may be poor
Not a man shall be a slave,
Shouting the Battle Cry of Freedom!
The Union forever!
Hurrah boys hurrah!
Down with the traitor, up with the star,
While we rally round the flag, boys
Rally once again
Shouting the Battle Cry of Freedom!
Southern Version
We are marching to the field, boys,
We're going to the fight,
Shouting the Battle Cry of Freedom!
And we bear the Heavenly cross,
For our cause is in the right,
Shouting the Battle Cry of Freedom!
Our rights forever!
Hurrah boys hurrah!
Down with the tyrants, raise the Southern star,
And we'll rally round the flag, boys
We'll Rally once again
Shouting the Battle Cry of Freedom!
We'll meet the Yankee hosts, boys,
With fearless hearts and true,
Shouting the Battle Cry of Freedom!
And we'll show the dastard minions
What Southern pluck can do,
Shouting the Battle Cry of Freedom!
Our rights forever!
Hurrah boys hurrah!
Down with the tyrants, raise the Southern star,
And we'll rally round the flag, boys
We'll Rally once again
Shouting the Battle Cry of Freedom!
We'll fight them to the last, boys,
If we fall in the strife,
Shouting the Battle Cry of Freedom!
Our comrades - noble boys!
Will avenge us, life for life,
Shouting the Battle Cry of Freedom.
Our rights forever!
Hurrah boys hurrah!
Down with the tyrants, raise the Southern star,
And we'll rally round the flag, boys
We'll Rally once again
Shouting the Battle Cry of Freedom!
Activities:
Identify lines from the song and ask for explanations and meaning from
the students.
What is the main focus of the Northern song? What are they fighting
for?
What is the main focus of the Southern song?
Divide your class into small groups. Identify groups as northern or
southern. Have groups take stanzas or chorus and create a beat for it.
Have groups perform their part while alternating between northern and
southern groups.
Reflect on how songs can encourage unity, focus, purpose and
competition. How might these songs have helped the troops?