• Civil War Pre-Test
• Read Chapter 14 Section 1 and answer section review questions
• KWL – Why did Civil War Begin?
• U1 HW1 – Chapter 15 Sections 1, 2 & 3

• Unit Information
• Lesson EQ & Vocab
• Opener
• PPT Notes
• Reading Analysis
• Exit Ticket
• HW #3

• Compare historical interpretations of the Civil
War and Reconstruction
• How do historical interpretations of the Civil
War and Reconstruction differ between
Northern and Southern interpretations?

• Standards
– History #3A - Students will interpret historical data
– Geography #3A - Students will develop an understanding of the diversity of human culture and the unique nature of places
• Concept – How do historical interpretations of the causes and outcomes of the Civil War differ between Northern and Southern historians?

• Why did the Civil War begin?
• Uncle Tom’s Cabin
• Compromise of 1850
• Fugitive Slave Act
• Charles Sumner
• Dred Scott
• John Brown

• With a partner, brain storm what you know about the American Civil War.
• Create a list of people, places, events that occurred during the war.
• Create another list of reasons for why the
American Civil War began.
• Be prepared to share with class.

Causes and Impact

• “In the gloomiest moments of the
Revolutionary War, I never had any fear equal to what I feel from this source… We have a wolf by the ears, and we can neither hold him nor safely let him go.”
What do you think I was talking about when I made this statement?

Economic and Social differences southern economy: one crop economy, based on cotton and dependant on slavery.
northern economy: based more on industry and finished goods
Northern cities; many cultures used to working together
South: highly structured, conservative, class-conscious

• Harriet Beecher Stowe – “Uncle Tom’s Cabin”
Southern
Reaction to
Uncle Tom’s
Cabin pg 300

• READ EXCEPRT FROM UNCLE TOM’S CABIN
– ANSWER QUESTIONS THAT ARE ATTACHED ON
SEPARATE SHEET OF PAPER

Do Now: Why was the North
Opposed to Slavery? Why did the
South Support it?

Missouri Compromise (1820)
 Established a Balance between free and slave states
A. Missouri enters union as a slave state
B. Maine enters union as a free state
C. Slavery is banned over the 36’30’ line

1846- As a result of the Mexican War, the
U.S. gains more land in the West known as the Mexican Cession. Congress now has to decide whether to allow slavery in these territories.

• Compromise of 1850
– California, Land from Mexico
– Washington, DC
– Fugitive Slave Law

A. Required all citizens to help catch runaway slaves
B. People who let slaves escape could be fined
$1000 and get 6 months in jail

• Charles Sumner – abolitionist
– “The Crime Against Kansas” – Sen Andrew Butler
• Representative Preston Brooks

• Dred Scott’s Journey
• Filed suit for Freedom
• Supreme Court Decision
– Enslaved people were property
– Only citizens could sue others

• Why was slavery such an emotional issue in the 1850s? Compare it to a current issue that causes the same kind of emotional response.
• Be sure to turn in before leaving class

• READ CHAPTER 15 SECTIONS 4 & 5

• LEQ
• Opener
• PPT Notes
• John Brown Video Analysis
• Exit Ticket
• Homework #3

• What specific events will lead to the beginning of the American Civil War?
• Vocabulary –
• Election of 1860
• Secession
• Confederate States of America
• Abraham Lincoln
• Jefferson Davis
• Fort Sumter

• Work with a partner to answer the following questions about the two maps
– What does each map represent?
– What reasons can you determine have brought about the divide in the country?

Elections and Revolts: The Last
Straw
I. Republican Party is formed -1854 main goal -> to stop the spread of slavery.

III. John Brown’s Raid on Harper’s Ferry
A. was anti-slave
B. raided an arsenal -> weapons for a slave revolt at Harper’s Ferry, Virginia
C. Northerners saw him as a martyr
D. Southerners were convinced that northerners wanted to destroy slavery

• WATCH DVD OF JOHN BROWN’S ATTACK ON
HARPER’S FERRY, VA
• ANSWER QUESTIONS WHILE WATCHING DVD

John Brown’s Body
John Brown’s body lies a-mouldering in the grave
John Brown’s body lies a-mouldering in the grave
John Brown’s body lies a-mouldering in the grave
But his soul goes marching on.
Glory, glory, hallelujah (3x)
His soul goes marching on.
He captured Harper’s Ferry with his nineteen men so few,
And he frightened "Old Virginny" till she trembled through and through,
They hung him for a traitor, themselves a traitor crew,
But his soul is marching on.
Glory, glory, hallelujah (3x)
His soul goes marching on.
John Brown died so the slaves might be free
John brown died so the slaves might be free john brown died so the slaves might be free but his soul goes marching on
Glory, glory, hallelujah (3x)
His soul goes marching on.

IV. The election of Abraham Lincoln.
South believed Lincoln was pro abolition; states began to secede upon his election in 1860

• South Carolina
• Capital –
Richmond, VA
• President –
Jefferson Davis

• Charleston, South Carolina

• ANSWER THE FOLLOWING QUESTION BEFORE
LEAVING CLASS…
– Was there just one cause to the American Civil
War? If so, what was it? If there were multiple causes, what were they? Why were they so significant? Explain.

• HW – Read CHAPTER 16 SECTION 1

• LEQ & Vocab
• Opener
• PPT Notes
• Activity
• Exit Ticket
• Homework

LESSON ESSENTIAL QUESTION
• HOW DID THE CIVIL WAR AFFECT THE NORTH
AND THE SOUTH?
KEY TOPICS & VOCABULARY
Border States

• With a partner, create a chart (in your notebook) of the advantages and disadvantages that both sides (North and
South) are facing as the Civil War begins
• Be prepared to share with class.

North
Advantages Disadvantages
South

• Divided Nation
– State
– City
– Town
– Family
• Border States

• Abraham Lincoln • Jefferson Davis
– Self-taught lawyer – West Point
– Little political experience
– Strong Leader
– Micro-manager

• Read Chapter 16 Sections 2 and 3

• Using the information you have, predict who will win the American Civil War. Explain why

• LEQ & Vocab
• Opener
• PPT Notes
• Activity
• Exit Ticket
• Homework

• What were the strategies used by both sides during the war?
• How did the tone of the war change?
Vocabulary
•BLOCKADE
•CONTRABAND
•BULL RUN, VIRGINIA
•EMANCAPATION PROCLAMATION
•13 th Amendment
•54 TH MASSACHUSETTS REGIMENT

What were the strategies and major battles of the Civil War?

A. Planned to use its Navy to blockade Southern ports.
B. Capture the Confederate capitol- Richmond.
C. Seize control of the Mississippi River

A. Fight a defensive war
B. Make war unpopular in the North… WHY?
C. Trade with Europe for supplies.

• FIRST BATTLE OF CIVIL WAR
• Battle Strategies
• Point of view of war
– Over quickly
– Citizens saw as show

1861-1863: Secession, South takes control of the war, union loses key battles, builds its strength, Lincoln battles war weariness
1863-1864: Turning points, union makes major gains, south is weakened, union advantages come into play ( Vicksburg,
Gettysburg )
1864-1865: Union grinds south down –
TOTAL WAR, southern armies defeated, south surrenders ( Petersburg, Appomattox courthouse )

• Emancipation Proclamation (Jan 1, 1863)
– Beginning to end of slavery in US
– Freed slaves in states still in rebellion
– Did not free slaves living in loyal border states
– Changed cause of war = END SLAVERY
• More blacks able to join military
– Video

th
• All black regiment, white officers only
– Blacks unable to fight or lead
• Men Born free ….. WHY?
• Paid less than white soldiers ($13/$10)
• Fort Wagner

DVD – 54 TH MASSACHUSETTS REGIMENT
• WATCH DVD ON 54 TH MASSACHUSETTS
REGIMENT
• ANSWER QUESTIONS WHILE WATCHING DVD

• Read Chapter 16 Sections 4 & 5

• Explain why Abraham Lincoln’s Emancipation
Proclamation will change the tone of the war.
• Use specific examples

• LEQ & Vocab
• Opener
• PPT Notes
• Activity
• Exit Ticket
• Homework

LESSON ESSENTIAL QUESTION
• HOW DID THE OUTCOMES OF THE CIVIL WAR
AFFECT THE ECONOMIC, SOCIAL AND
POLITICAL DEVELOPMENT OF THE NORTH
AND THE SOUTH?
Key Aspects & Vocabulary
•Battle of GETTYSBURG •GETTYSBURG ADDRESS
•TOTAL WAR •Robert E. Lee
•Draft •Stonewall Jackson
•BULL RUN, VIRGINIA •Ulysses S Grant

• How will the war have an impact on the entire nation from the average civilian, the lowly soldier to the nation as a whole?
• Use specific details
• Be prepared to share with class.

• Battle Strategies
– March in straight lines into a field

• Deadly Weapons
– Cone-shaped bullets
– Cannons

• Crude Medical Care
– No medicine
– No anesthetic
– AMPUTATION!!!

• Andersonville, GA – 1 out of 3 Union prisoners died
– “There is no such thing as delicacy here…In the middle of last night I was awakened by being kicked by a dying man. He was soon dead. I got up and moved the body off a few feet, and again went to sleep to dream of the hideous sight.”

• What is the easiest way to fill the ranks of the military?
– Draft
• Why would the draft cause anger amongst the citizens?
– North - $300 to avoid draft
– South – own more than 20 slaves
• What result could occur because of the draft?
– Riots
– Suspension of right of habeas corpus

• North -
– Raising money
• Income Tax
– Printing money
• INFLATION!!!
• South –
– Tax-in-kind
– Blockade

• Soldiers and Spies
• Nursing the wounded
– Dorothea Dix
– Clara Barton

• Battle of Gettysburg
– Accident
– Cemetery Ridge
– Lee’s Plan
– Pickett’s Charge

nd
• Gettysburg Address (Nov 19, 1863)
– Following Union victory at Gettysburg
– Video

• Sheridan in the Shenandoah
– Grant to Sheridan - “Leave nothing to invite the enemy to return. Destroy whatever cannot be consumed. Let the valley be left so that crows flying over it have to carry their rations along with them.”
• Marching through Georgia
– Grant to Sherman – Destroy everything
– September 1864 – captured Atlanta

• Lincoln – defeat is “extremely probable”
– “Don’t change horses while crossing a stream”
• Democrats – General George McClellan
– Compromise with south
– Restore slavery
• Sherman’s taking of Atlanta secures Lincoln’s reelection

Civil War Casualties

American Wars

Surrender at Appomattox April 9 th 1865

RESULTS OF THE CIVIL WAR
•620,000 soldiers dead (2% of population!); over 1 million total casualties
•25% of able-bodied southern men killed or maimed.
•Southern economy ruined
•Slavery abolished
•Total cost of war: $15 billion (immediate costs) (about $1.5 trillion in today’s dollars)
•U.S. becomes a true, unified nation-state

• Read one of the following articles and complete the worksheet that is attached.
– Article #1 Who Really Won the Civil War?
– Article #2 Gettysburg Address

• Complete Study Guide
• Finalize Notebook and Historical Events

ANSWER THE FOLLOWING QUESTION BEFORE
LEAVING CLASS…
• “Those who do not learn from history are doomed to repeat it.” What lessons can we take from the American Civil War? Why are they so important?

• Study for Civil War Test
• Finalize Notebook and Historical Events

Put Notebook and Historical
Events on my desk
Get out Writing “Cheat Sheet” if completed
Get out separate piece of paper for writing portion of test

• Read Chapter 17 Section 1

• Review Civil War Test
– Signed Test due next class if earned D or F
• Opener
• Reconstruction PPT
• Group Activity – DEVELOP RECONSTRUCTION
PLAN
• Exit Ticket
• Homework #8

• Standards
– History #3A - Students will interpret historical data
– Geography #3A - Students will develop an understanding of the diversity of human culture and the unique nature of places
• Concept EQ – How did the process of
Reconstruction define and deepen regional differences between the North and South?

• Lesson EQ – How did Reconstruction affect settlement patterns in the US?
• Vocabulary
– 10% Plan
– Wade-Davis Bill
– Freedmen’s Bureau
– 13 th Amendment
– Impeachment

• What does the word Reconstruction mean?
Create your own definition, with examples as support.
• Work with your partner
– Compare your definitions and come up with a single definition with support
• Be prepared to share with class

1. How do we bring the South back into the
Union?
4. What branch of government should control the process of
Reconstruction?
2. How do we rebuild the
South after its destruction during the war?
3. How do we integrate and protect newlyemancipated black freedmen?

President Lincoln’s Plan
 Did not want to punish the south
 Believed – sooner nation was reunited, faster
South would be able to rebuild
 10% Plan
 Gov’t When 10% of the voting population in the
1860 election had taken an oath of loyalty
 Pardons to many military & civilian figures

Senator
Benjamin
Wade
(R-OH)
 Required 50% of the number of 1860 voters to take an “iron clad” oath of allegiance
 Denied right to hold office to anyone who volunteered to fight for
Confederacy
Congressman
Henry
W. Davis
(R-MD)

What major accomplishment did Congress and President
Lincoln have in 1865?
th
 Ratified in December, 1865.
 Defines and outlaws slavery

Freedmen’s Bureau (1865)
 Passed by Congress and Lincoln before Lee surrendered
 Former northern abolitionists
 Provide food and clothing
 Help former slaves find job
 Helped poor whites as well
 Medical Care
 Schools

Opposition to Freedmen’s Bureau

Freedmen’s Bureau Seen Through
Southern
Eyes
Plenty to eat and nothing to do.

Freedmen’s Bureau School

Ford’s Theatre April 14, 1865

The Assassin
John Wilkes Booth

The Assassination

Wanted!

The execution

President Andrew Johnson
 How did Johnson become
President?
 Republicans in Congress – hoping for stricter Reconstruction Plan
 Johnson – “traitors must be punished”
 Agreed with Lincoln that states had never legally left the Union.
 Plan –
 Majority of voters pledge loyalty
 States must ratify 13 th Amend

• In a group of 3-4 students, develop your own plan for reconstructing the Union.
• Prepare a rough draft and then transfer plan to poster board.
• Plan must be detailed and have step-by-step process for reconstruction
• Group will present plan near end of class

ANSWER THE FOLLOWING QUESTION BEFORE
LEAVING CLASS…
• Why was it so important for the country to rejoin?
• Why do you think there were such differing opinions amongst the political leaders?

• Homework – Read Chapter 17 Section 2

• LEQ & Vocab
• Opener
• PPT Notes
• Exit Ticket
• Homework #9

• Standards
– History #3A - Students will interpret historical data
– Geography #3A - Students will develop an understanding of the diversity of human culture and the unique nature of places
• Concept EQ – How did the process of
Reconstruction define and deepen regional differences between the North and South?

• Lesson EQ – How did the Reconstruction affect the economic, political and social development of the South
• Vocabulary
– Black codes
– Radical Republicans
– 14 th Amendment
– Radical Reconstruction
– 15 th Amendment
– Scalawag
KKK
Carpetbagger sharecropper

• Imagine being woken up in the middle of the night, only to find a large object on fire in your lawn and masked figures standing the shadows. What would your thoughts and feelings be?
• Talk with your partner
• Be prepared to share with class.

• Could not vote, own gun, serve on jury
• Some states – could only work as servant or farm laborer
• Required to sign contract to work for 1 yr
• Arrested if not under contract
• Gain rights –
– Could legally marry and own property

What was the purpose of the Black
Codes?

 Purpose:
 Guarantee stable labor supply.
 Restore pre- war system of race relations.
 Forced many blacks to become sharecroppers
[tenant farmers].

• Radicals – led opposition to Johnson
– 2 main goals
• Break power of rich planters
• Ensure freedmen right to vote
• April 1866 – Congress passes Civil Rights Act
– Republicans worried Supreme Court declare Civil
Rights Act unconstitutional
– WHY?

th
 Ratified in July, 1868.
 guaranteed the rights and security of freed people.
 Equal protection of the laws
 No state could deprive any person of life, liberty or property without due process
 Illegal to discriminate based on person’s skin
 What could a state still discriminate based on?

 military supervision of govt’s.
 South divided in 5 military districts
 new state constitutions, including black suffrage and ratification of the 13 th and 14 th
Amendments.
 Freedmen must be allowed to vote
What kind of reaction do you think there will be amongst whites in the South?
Freedmen?

 What is the main job of Congress?
 What is the main job of the President?
 1866 Election – Republicans won control of both houses
 Feb 1868 House – voted to impeach Johnson 126-47

 11 week trial.
 Johnson acquitted
35 to 19 (one short of required
2/3s vote).

• General Ulysses Grant – won presidency
More rights for Freedmen
• 1869 – Republicans propose 15 th Amendment
• Forbade any state from denying African
Americans right to vote because of race
• Who is still denied the right to vote?
• Why do you think Republicans support this amendment?

• With a partner complete –
– On Voting Rights for African Americans

• Read Chapter 17 Sections 3 & 4

• Answer either question with specific details –
• Why do you think the Senate did not vote to remove President Johnson?
• What impact will the Black Codes have on
African Americans in the South?

• Lesson EQ – How did the federal government seek to achieve certain economic, political and social gains in the South?
• Vocabulary
– Electoral College
– Poll tax
– Literacy test
– Grandfather Clause

• Article I Section 2 of the Constitution States –
“Electors in each state shall have the qualifications and requisite for electors of the most numerous Branch of the State legislators.” How would you feel if you had to explain that clause before you were allowed to go to lunch today?
• Talk with partner
• Be prepared to share with class

• 3 new leaders –
• White southerners who supported
Republicans
• Northerners who moved South
• Freedmen
• Scalawags & Carpetbaggers
• Scalawags – white southern Republicans
• Carpetbaggers – Northerners who moved south

Rise of the Ku Klux Klan
 rebellion against "radical’ rule; terror wing of Democratic party.
 Senator Bill Tillman (SC) – “We reorganized the Democratic party with one plank and only one plank, named that ‘this is a white man’s country, and white men must govern it.’ Under that banner we went to battle.”
=> Goal: Overthrow Reconstruction governments and replace them with white supremacist govt’s.
=> KKK, the "Invisible Empire of the South,“ founded in TN in 1866
• What kind of tactics did the KKK use to threaten and harass the freedmen?

 Succeeded in decimating Republican organization
=> new southern governments forced to look to federal gov't for survival.

• Economy
– Industry grew
• Birmingham, AL
– Taxes and corruption
• Poverty
– “40 acres and a mule”
– sharecropping

• 1870s – Radicals lose power
– Time to forget Civil War
– Corruption in Grant’s presidency
– 1872 – Congress pardoned former Confederate officials

• 1876 Election –
– Dem – Samuel Tilden
– Rep – Rutherford Hayes
• Votes
– Tilden won popular by 250,000 votes
– Tilden earned 184 electoral votes (one short)
• Congress – decided election
– Gave Presidency to Hayes (would end
Reconstruction)

• Voting Restrictions
– Poll Taxes
• Pay fee each time voting
– Who was excluded by this restriction? Why?
– Literacy Test
• Read and explain part of Constitution
– Who was excluded by this restriction? Why?
– Grandfather Clause
• Father or grandfather eligible to vote on January 1,
1867 vote could skip literacy test
– Who was excluded by this restriction? Why?

• Read Document A and Document B on the
KKK. Answer questions that follow in notebook

• Document Analysis
– Answer questions in notebook
• How are freed blacks described in this document? Create list in notebook
• How are members of the KKK described? Create list in notebook.
• What reasons are given for the creation of the KKK?
• According to the document, what did the KKK do?
• Does the document approve or condemn the KKK? Cite specific examples.
• Which of the four schools of Reconstruction Historiography does each document belong? Why?

• Read Document C, Document D and
Document E
• Complete the chart and extended response question

• Study for Test
• Prepare Transfer Task
• Finalize Notebook and Historical Events

ANSWER THE FOLLOWING QUESTION BEFORE
LEAVING CLASS…
• Did Reconstruction accomplish its goals? Why or why not?

Put Notebook and Historical
Events on my desk
Get out Writing “Cheat Sheet” if completed
Get out separate piece of paper for writing portion of test