APUSH Unit 6
Civil War & Reconstruction
Day 1
Civil War Introduction
Military through Antietam
APUSH Opening 12/10
• Get out a sheet of paper and title it “Unit 6
Opening/Closing.” Put your name in the
corner.
• Each day you will start and end the class
writing on this sheet.
• Write the date and do this:
– List the causes of the Civil War that you
remember from unit 5.
APUSH Focus 12/10
• Unit essential question: Did the Civil War and
Reconstruction go far enough to solve the
nation’s problems?
• Daily learning target: I can analyze people,
ideas, and events to report on the beginning
of the Civil War.
Day 1: Start of the Civil War
Lincoln’s Election & Secession
• What conclusions can we make about the map
on the previous slide?
• Lincoln=Republican. Republican=antislavery.
• Secession started by S. Carolina – formed
Confederate States of America (Pres. Jefferson
Davis, Gen. Robert E. Lee)
• Border states: Delaware, Maryland, Kentucky,
Missouri – crucial to Union success
Advantages for Each Side
UNION (U.S.A.)
• Population (22mil-9mil)
• Factories (110thou-18thou)
• Value of goods produced
($1.5bil-$155mil)
• Railroads (70% of tracks)
• Textiles (17:1 ratio)
• Firearms (32:1 ratio)
• Iron production (20:1 ratio)
CONFEDERACY (C.S.A.)
• Larger territory – difficult to
conquer
• Military leadership – maj. of
West Point grads in South,
incl. R.E. Lee (loyalty to VA
rather than US)
• Passion – fighting for idea of
freedom, willing to die
(Union split over holding
together over state rights)
Military History: The Big Battles
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Fort Sumter South Carolina 4/12/61 (opening)
Anaconda Plan Union strategy ‘62 (blockade)
First Bull Run Virginia 7/21/61 (no easy war)
Forts Henry & Donelson TN 2/62 (Grant west)
New Orleans LA 4/62 (USA got port/state)
Shiloh TN 4/62 (Grant west)
Seven Days & Second Bull Run VA 7-8/62 (Lee)
Antietam MD 9/17/62 (CSA advance, USA
defense, mostly a draw in the end – bloodiest day
in U.S. history)
Military History: Conclusions
• USA more early success
in West than East
• Lincoln had bad
generals – eventually
moved Grant east as
head of army
• CSA early defensive
victories – tried to
advance north to end
war – held off
Sunken Road at Antietam (casualties)
Find matching card, put on timeline.
Pick up a book and worksheet.
Document Analysis: Stephens
1. Individually read p. 269 and answer the prompts for
Author, Place and Time, Prior Knowledge, and
Audience. (5 minutes)
2. With the person next to you discuss your answers
and make any additions/corrections. (5 minutes)
3. Individually read p. 270-273 and answer the prompts
for The Main Idea and Reason. (10 minutes)
4. As a class let’s discuss the reading and answer
Significance. On the back of your worksheet, write a
1-paragraph reflection answering this question: What
does this document tell us about secession? (5 min)
Share with different color shirt.
Turn in wkst, pick up newspaper sheet.
Civil War Newspaper Project
• Youngest person in group is editor, next youngest
is editor next class, etc.
• Editor: you are responsible if your page isn’t
finished on time. Keep journalists on task and on
time, organize articles into neat 1-page
document.
• Journalists: Each write 1-paragraph article about
event/person/idea tied to topic. When finished,
submit to editor and either help them organize or
help another journalist meet deadline.
Civil War Newspaper Groups (1st)
A) Jose, Ashley, Colton, Andrea
B) Luis, Kimberly, Mark, Zoe
C) Avery, Madi, Eric, Malaysia
D) Michelle, Andrew, Alex, Steve
E) Julie, Mike, Brittany, Patrick, Sabs
F) Ben T, Artorria, Aaron, Jessica
G) Tommy, Nemri, Logan, Taylor
H) Olivia J, Billie, Rachel, Haris
I) Osman, Kaitlyn, Ben M, Olivia H, Nate
Civil War Newspaper (3rd)
A) Edson, Sarah, Jeff, Dom
B) Sadie, Abdulkadir, Kara, Vahidin
C) Nick C, Selina, Jeremiah, Swe
D) Jackie, Rayvon, Rhaniesha, Austin
E) Jason, Elma, Larry, Kat, Paola
F) Bryan, Molly, Nermin, Karmen
G) Nick O, Savannah, DeAndre, Merima, Jasmine
H) Bethany, Edis, Geraldine, Leo
Page Assignments 12/10
A)
B)
C)
D)
E)
F)
G)
H)
I)
Northern correspondents
Southern correspondents
African American life
National politics
State and local politics
Military and technology
Business and economics
Opinions and editorials
People profiles
APUSH Closing 12/10
• Take out your opening/closing sheet from the
start of class.
• Skip a line after the opening.
• Write the date and provide the following:
– 3 facts you learned today
– 2 important battles in the first half of the Civil War
– 1 opinion you have about what you learned or
what you did today
Day 2
Civil War for Blacks
Military through
Gettysburg/Vicksburg
APUSH Opening 12/12
• Get out the sheet you started last time for
opening/closing activities.
• Skip a line after the last entry.
• Write the date and do this:
– Write a paragraph explaining who you think had
more advantages in the Civil War, and whether
you think that helped them win. Cite specific
examples from last class and/or readings.
APUSH Focus 12/12
• Essential Question: Did the Civil War and
Reconstruction go far enough to solve the
nation’s problems?
• Learning target: I can analyze various
perspectives on emancipation to develop a
conclusion about the role of the Civil War in
African American history.
Day 2: Blacks in the Civil War Era
Lincoln’s Slavery Evolution: Quotes
• “I believe this government cannot endure permanently half-slave and halffree.” (1858)
• “I have always hated slavery, as much as any abolitionist.” (1858)
• “I have no purpose, directly or indirectly, to interfere with the institution of
slavery in the States where it exists. I believe I have no lawful right to do so,
and I have no inclination to do so.” (1861)
• “My paramount object in this struggle is to save the Union, and is not either
to save or to destroy slavery.” (1862)
• “Without slavery the rebellion could never have existed; without slavery it
could not continue.” (1862)
• “I do order and declare that all persons held as slaves within [the states in
rebellion] are, and henceforth shall be free.” (1863)
• “At the last session of Congress a proposed amendment of the Constitution
abolishing slavery throughout the United States, passed the Senate, but
failed for lack of the requisite two-thirds vote in the House of
Representatives… I venture to recommend the reconsideration and passage
of the measure at the present session.” (1864)
Lincoln’s Slavery Evolution: Actions
• Save U.S., not end slavery
• Colonization in Caribbean
• Refused general’s
emancipation order MO
• Compensated
emancipation (border)
• Emancipation
Proclamation (rebellion)
• 13th Amendment
(everywhere)
Political cartoon – Lincoln freeing slaves
Civil War for African Americans
• Contraband camps: slaves
confiscated as “contraband
of war” – military property
• 1862 freed slaves with
masters in CSA army,
abolished slavery in
territories
• 1863 (after E.P.) USA began
recruiting black soldiers
• 1864 finally got equal pay
• Brave service convinced
Republicans to work for
equal protection under law
MA 54th Colored Regiment storming Fort
Wagner (“Glory”)
Military History: Turning the Tide
• July 1-4, 1863: 2 battles were turning points:
– Gettysburg, PA in East: USA won, drove CSA back
South, bloodiest battle in history of N. America
– Vicksburg, MS in West: USA won, took control of
Mississippi River, made Grant top general in USA
• Gettysburg Address
– Lincoln’s famous speech, tied war to slavery (“new
birth of freedom”), set place in history
Find matching card, put on timeline.
Pick up a book and worksheet.
Document Workshop
• Discussion: How did the Emancipation
Proclamation shift the Civil War to a focus on
slavery? Why did Lincoln do it? How do you
think people reacted to it?
• If you have a GREEN worksheet, use p. 279-280.
If you have a YELLOW worksheet, use p. 277-279.
You have 10 minutes.
• Find a person with a different color worksheet,
share your responses, and discuss the opposing
views. You have 10 minutes.
Document Workshop
Parking Lot!
• Return your book, turn in your worksheet, and
pick up a sticky note.
• On your sticky note, choose one of the
following and write a sentence/question:
– A question you have about the material
– A concern you have about the class
– Something new you have learned
• You have 2 minutes – GO!
Turn in book and wkst, get sticky note.
Write a question or something you
learned, put in parking lot.
Page Assignments 12/12
A)
B)
C)
D)
E)
F)
G)
H)
I)
People profiles
Northern correspondents
Southern correspondents
African American life
National politics
State and local politics
Military and technology
Business and economics
Opinions and editorials
APUSH Closing 12/12
• On your opening/closing sheet, write the date
and provide the following:
– 3 facts you learned today
– 2 different views on the war and slavery
– 1 opinion about the material or activities
Day 3
Civil War Politics
Military through End of the War
APUSH Opening 12/14
• On your opening/closing sheet, skip a line,
write the date and do the following:
– Write a paragraph or draw a picture explaining
what the Civil War was like for African Americans.
APUSH Focus 12/14
• Essential Question: Did the Civil War and
Reconstruction go far enough to solve the
nation’s problems?
• Learning target: I can synthesize multiple
primary artifacts to determine the meaning of
liberty in the Civil War era.
Day 3: Civil War Politics
The Politics of War
• Habeas corpus – when arrested, must be charged
& brought before judge – Lincoln suspended
• Women – northern white women began working
in government (mostly as clerks)
• Slavery – Lincoln pushed for 13th Amendment
(abolishing slavery) – sometimes dirty
• Federalism – power of federal government
increased over states
• Conscription – “the draft” – angered many, led to
NYC riots (Irish immigrants angry at wealthy and
blacks for starting war, Union troops put down)
Life in the Confederacy
• Not everyone supported
independence conscription problems like
USA
• Economic crisis, social
change, internal
disagreements
• Constant fear of slave
rebellions
• Government became
centralized – went against
states’ rights – had to
survive
CSA President
Jefferson Davis
CSA Vice President
Alexander Stephens
Military History: End of the War
• Grant put in charge of USA
army, fought war of attrition:
– Virginia: heavy casualties, but
kept going
– Cold Harbor & Spotsylvania: 2
of last battles, huge USA losses
– Sherman’s march to sea:
William T. Sherman took
Atlanta, then led troops
through south to destroy
southern plantations,
demoralize CSA
– 1865 Appomattox Court House:
Lee surrendered to Grant to
end war
General Ulysses S. Grant
Legacy of the Civil War
• Power shifted from
southern plantation owners
to northern capitalists
• Increased national
government power
• Defending black freedom
became national issue
• Focus changed from small
producers to major
industrial powers
Find matching card, put on timeline.
Pick up a book and worksheet.
What is Liberty? – Read/Discuss
1.
2.
3.
4.
Discuss meanings of liberty.
Read and interpret Lincoln on liberty.
Discuss briefly.
Analyze visual and audio artifacts to
determine various ideas of liberty.
1. What does “liberty” mean to you?
2. Partner – similar/different?
1st paragraph, p. 287 – summarize.
2nd paragraph, p. 287-8 – explain.
Number off by 6, start at that station.
5 minutes per station, then answer
final questions.
Share with different color hair.
Turn in worksheets and books.
Page Assignments 12/14
A)
B)
C)
D)
E)
F)
G)
H)
I)
Opinions and editorials
People profiles
Northern correspondents
Southern correspondents
African American life
National politics
State and local politics
Military and technology
Business and economics
APUSH Closing 12/14
• On your opening/closing sheet, write the date
and provide the following:
– 3 facts you learned today
– 2 important Civil War battles
– 1 opinion about what you learned or did today
Day 4
Reconstruction I
APUSH Opening 12/18
• On your opening/closing sheet, write the date
and make a prediction about what you think
will happen to each of the following groups
after the Civil War:
– African Americans
– Southerners
– Congress
APUSH Focus 12/18
• Essential Question: Did the Civil War and
Reconstruction go far enough to solve the
nation’s problems?
• Learning target: I can analyze primary
documents to draw conclusions about
Reconstruction for African Americans and
southerners.
Day 4: Reconstruction for African
Americans & Southerners
Blacks after the Civil War
• Discussion: What can you
conclude about
Reconstruction from the
previous picture?
• Frederick Douglass:
abolition as beginning
• Free blacks tested
freedom:
– Black churches
– Black education (Howard)
– Moving around, finding
family
– Acting with pride
The Freedmen’s Bureau
• Supported freed blacks in south – education,
health care
• Republican government program – how would
southerners view this?
White Reactions & Black Responses
SOUTHERN REACTIONS TO
RECONSTRUCTION
BLACK RESPONSES TO
SOUTHERN ACTIONS
• Many planters forced to do
physical labor for 1st time
• Crop-lien system,
sharecropping (“economic
slavery”)
• Black Codes: vagrancy laws,
meeting restrictions, gun
bans, etc.
• Vigilante groups (KKK)
• Some moved north – few
could afford it
• Many forced into
sharecropping by necessity
• Sit-ins – desegregated some
transportation
• Church participation –
belonging, strength,
community action
Find matching card, put on timeline.
Pick up a book and worksheet.
CSI History: What was life like for
African Americans in Reconstruction?
• Petition to Johnson (296-298)
• Mississippi Black Code (299-303)
• Sharecropping Contract (304-305)
Turn in book and wkst, get sticky note.
Write a question or something you
learned, put in parking lot.
Page Assignments 12/14
A)
B)
C)
D)
E)
F)
G)
H)
I)
Business and economics
Opinions and editorials
People profiles
Northern correspondents
Southern correspondents
African American life
National politics
State and local politics
Military and technology
APUSH Closing 12/18
• On your opening/closing sheet, provide:
– 3 facts you learned today
– 2 experiences for blacks and/or southerners
during Reconstruction
– 1 opinion about what you learned or did today
Day 5
Reconstruction II
APUSH Opening 12/20
• On your opening/closing sheet, make chart,
picture, or paragraph showing the positive
and negative aspects of Reconstruction.
APUSH Focus 12/20
• Essential Question: Did the Civil War and
Reconstruction go far enough to solve the
nation’s problems?
• Learning target: I can demonstrate proficiency
on an AP-level document based question on
the end of Reconstruction.
Day 5: Reconstruction Politics & the
End of Reconstruction
Reconstruction Politics: Legislative
• “Radical Republicans” (Thaddeus Stevens, PA)
– equal recognition (14th Am)
– equal voting rights (15th Am)
– strict punishment of South
– expansion of federal government powers
• Black Senators/Representatives (Hiram Revels,
Blanche Bruce – 1st black Senators)
• Reconstruction Act 1867
• Enforcement Acts 1870, 1871
Reconstruction Politics: State/Local
• Military stationed in
southern states, slowly
withdrew as conditions
changed
• Some strong Republican for
short time – public schools,
civil rights, railroads, tax
incentives for businesses
• Slowly taken over by
“Redeemers” – southern
Democrats bringing back
Old South – supported by
KKK
“Carpetbaggers”: northern Republicans
who moved south to influence politics
Reconstruction Politics: Judicial
Slaughterhouse Cases (1873)
• Meatpackers challenged
federal government’s
intervention
• 14th Amendment’s 1st test
• Supreme Court: rights
protected by states, not
federal government
• Allowed states to violate
14th Amendment, bring end
to Reconstruction
Chief Justice Salmon P. Chase
Reconstruction Politics: Executive
• Andrew Johnson: born poor,
worked as apprentice,
identified with “honest
yeoman”
• Only senator from seceded
state (TN) to stay in USA,
nominated as VP in 1864 to
boost Lincoln in South
• Lacked Lincoln’s skill,
couldn’t compromise,
fought Radical Republicans
on Reconstruction
Reconstruction Politics: Executive
• Ulysses S. Grant: Republican,
war hero
– Scandals in executive branch
– Radical Republicans most
successful
• Hayes (R) v. Tilden (D),
election of 1876
– Fraud in FL, LA, SC
– Too close – went to House
– Bargain of 1877: Hayes is
President, military out of
South, Southern Postmaster
General, Reconstruction
ended
Rutherford B. Hayes
Samuel J. Tilden
Find matching card, put on timeline.
Pick up a DBQ packet.
DBQ: Who killed Reconstruction?
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Class reading/discussion: Background essay
View/discuss documents
Buckets, thesis, roadmap
Outline
Using documents & discussion,
complete the DBQ outline.
Share thesis with different height.
Turn in packet/worksheet.
Page Assignments 12/14
A)
B)
C)
D)
E)
F)
G)
H)
I)
Military and technology
Business and economics
Opinions and editorials
People profiles
Northern correspondents
Southern correspondents
African American life
National politics
State and local politics
APUSH Closing 12/20
• On your opening/closing sheet, provide:
– 3 facts you learned today
– 2 possible opinions on Reconstruction
– 1 opinion about what you learned or did today
Day 6
Unit 6 Review
APUSH Opening 1/2
• Welcome back!
• Find your opening/closing sheet. Skip a line
and write the date.
• Make a list of 5 things you remember about
the Civil War and/or Reconstruction that we
studied before break.
APUSH Focus 1/2
• Essential Question: Did the Civil War and
Reconstruction go far enough to solve the
nation’s problems?
• Learning target: I can demonstrate proficiency
on AP-level multiple choice and free response
questions about the Civil War and
Reconstruction.
Exam Prep: Free Response
• What is a good plan of attack for a free
response question?
• What should be included in a free response
essay?
• Your FRQ for the exam: the essential question.
– Choose Civil War or Reconstruction NOW.
– Make a plan and study!
Pick partner, back-to-back FRQ plan.
Pick up review sheet, partner or alone.
Alone or with partner, begin working
on unit 6 review sheet.
Review Game!
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Number off by 4.
Sit in assigned quadrant.
Groups take turns answering questions.
Open notes, but only 30 seconds per question.
Get it wrong, next in line can steal, etc.
Still goes back to whoever was next in line.
APUSH Closing 1/2
• On your opening/closing sheet, provide:
– 3 things to remember for the exam
– 2 strategies you can use to prepare
– 1 prediction for how you will do
Day 7
Unit 6 Exam
APUSH Opening 1/4
• Write a paragraph or draw a picture explaining
your feelings about the upcoming test. Will
you be successful? Why or why not? What
questions or concerns do you have? What do
you feel confident about?
APUSH Focus 1/4
• Essential Question: Did the Civil War and
Reconstruction go far enough to solve the
nation’s problems?
• Learning Target: I can demonstrate proficiency
on AP-level multiple choice and free response
questions about the Civil War and
Reconstruction.
Quick Review!
• What types of questions will you see?
• What are some strategies to remember for
multiple choice questions?
• What are some strategies to remember for
free response questions?
• What final questions do you have?
End of the Semester
• 2-part final: FRQ, DBQ
• FRQ: Choose 1 of 5 units from the semester (PreColumbian/Colonial, Revolution, New Nation,
Antebellum, Manifest Destiny/Path to War). You
review topics, question provided day of test.
• DBQ: Review Civil War/Reconstruction. Question:
Was the Civil War/Reconstruction era our nation’s
greatest crisis? 10 documents provided day of
test, plus prior content knowledge.
APUSH Closing 1/4
• Provide the following, then turn in your
opening/closing sheet:
– 3 things you felt went well on the test
– 2 things you felt could have gone better
– 1 topic you think you’ll use for the final