Battles of the Civil War

Battles of the Civil War Eighth Grade Unit: 10 Lesson: 03 Suggested Duration: 5 days Lesson Synopsis: In this lesson, students will learn about the significant individuals and events of the Civil War. After analyzing selected important battles of the war, students will analyze Lincoln s words in the Gettysburg Address. Lastly, students will evaluate the advantages/disadvantages held by both the North and the South. TEKS: 8.1 History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to: 8.1C Explain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861-1865. 8.8 History. The student understands individuals, issues, and events of the Civil War. The student is expected to: 8.8A Explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln; 8.8B Explain the issues surrounding significant events of the Civil War, including the firing on Fort Sumter, the battles of Gettysburg and Vicksburg, the announcement of the Emancipation Proclamation, the assassination of Lincoln, and Lee's surrender at Appomattox Court House; and 8.8C Analyze Abraham Lincoln's ideas about liberty, equality, union, and government as contained in his first and second inaugural addresses and the Gettysburg Address, 8.11 Geography. The student understands the location and characteristics of places and regions of the United States, past and present. The student is expected to: 8.11C Analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States. 8.23 Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to: 8.23A Analyze the leadership qualities of elected and appointed leaders of the United States such as Abraham Lincoln, John Marshall, and George Washington; and Process TEKS: 8.30 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: 8.30A Differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States; 8.30B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; 8.30C Organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps; 8.30D Identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants; 8.30E Support a point of view on a social studies issue or event; 8.30H Use appropriate mathematical skills to interpret social studies information such as maps and graphs. 8.31 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 8.31A Use social studies terminology correctly; 8.31B Use standard grammar, spelling, sentence structure, and punctuation; 8.31C Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and 8.31D Create written, oral, and visual presentations of social studies information. 8.32 Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: 8.32A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and GETTING READY FOR INSTRUCTION Performance Indicator(s): Create a graphic organizer that will support and help justify the conclusion that an advantage of the North or the South played a role in a major Civil War battle. Explain in writing how the advantage affected the battle. (8.1C; 8.8A, 8.8B, 8.11C, 8.30B) 1E; 4J; 5B 2010, TESCCC 08/10/10 page 1 of 30

Key Understandings and Guiding Questions: Physical and human geographic factors limit the use of resources during civil war. How can the physical geography during wartime be an advantage or a disadvantage? How can the human geography of a country at war affect the outcome of war? Vocabulary of Instruction: advantage conclusion support justify geographic factors perspective liberty equality union leadership qualities identifications and topics: - Abraham Lincoln - Appomattox Court House - Battle of Antietam - Battle of Gettysburg - civil war - Gettysburg Address - Emancipation Proclamation - First Battle of Bull Run - Fort Sumter - Gettysburg Address - Ironclad - Jefferson Davis - Merrimac - Monitor - North - Robert E. Lee - Bombardment - Counter attack - victor - Siege of Vicksburg - South - Thomas Stonewall Jackson - Ulysses S. Grant - March to the Sea - William Tecumseh Sherman - Anaconda Plan Materials: map of the United States map pencils copy paper Optional related books: Irene Hunt s Across Five Aprils, James McPherson s Battle Cry of Freedom, Richard Peck s The River Between Us. Resources: Print Resources: Handout: Advantages During the Civil War (1 per student) Teacher Resource: Engage Pictures 1-10 (1 @ posters/placards) - Picture 1-Industry/Manufacturing - Picture 2-Population - Picture 3-Trained Soldier - Picture 4-Currency - Picture 5-Railroads - Picture 6-Artillery - Picture 7-Vast Land - Picture 8-Robert E. Lee - Picture 9-Abraham Lincoln - Picture 10-Cotton Fields Teacher Resource: Advantages During the Civil War KEY Handout: Major Battles of the Civil War (1 per student) Handout: Civil War Map (1 per student) Teacher Resource: Civil War Map Key Handout: Advantages and Disadvantages (1 per student) Handout: Gettysburg Address (1 per student) Teacher Resource: Sample Battle Advantage Graphic Organizer (1 per student) Web Resources Battle information: http://www.pbs.org/civilwar/war/map2.html Civil War photographs: http://memory.loc.gov/ammem/cwphtml/cwphome.html US Map: http://www.nps.gov/archive/bowa/edprogram4/mapkey.html 2010, TESCCC 08/10/10 page 2 of 30

Civil War Statistics: http://www.digitalhistory.uh.edu/historyonline/us20.cfm Civil War Cartoons: http://www.dartmouth.edu/~library/library_bulletin/apr1997/dclb974-2job.html Civil War Music: http://www.civilwarmusic.net/ Graph showing Advantages for both the North and the South: http://wps.ablongman.com/wps/media/objects/124/127330/images/nash10421501.gif Civil War Photographs: http://memory.loc.gov/ammem/cwphtml/cwphome.html Civil War Letters: http://www.civilwarletters.com/ Listen to the Gettysburg Address: http://www.npr.org/templates/story/story.php?storyid=1512410 Listen to the Gettysburg Address: http://www.voanews.com/specialenglish/archive/2005-04/2005-04-20- voa1.cfm Listen to the Gettysburg Address: http://www.americanrhetoric.com/speeches/gettysburgaddress.htm Library of Congress Online Exhibition: http://myloc.gov/exhibitions/gettysburgaddress/pages/default.aspx Advance Preparation: 1. Become familiar with the content and procedures for this lesson. 2. Refer to the Instructional Focus Document for specific information to include. 3. Select appropriate sections from the textbook and other classroom materials to support the learning for the lesson. 4. Print handouts needed for the lesson activities. 5. Create placards of images used for the Engage portion of the lesson. 6. Preview websites according to district guidelines. 7. Discovery Education Streaming has video clips which may be utilized with the lesson. Contact your local campus librarian or technology specialist to get a list of available clips. These clips can provide an additional resource for students to learn about the content of the lesson. Background Information: As the country became further divided by several political, economic, and social issues, civil war was inevitable. Despite Lincoln s pleas for peace and unity, South Carolina seceded in 1860. The North and South were engaged in the bloodiest war in American history. Lincoln s ideas of unity became a realization only after bloodshed among countrymen and his own death. GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT Instructors are encouraged to supplement, and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. A Microsoft Word template for this planning document is located at www.cscope.us/sup_plan_temp.doc. If a supplement is created electronically, users are encouraged to upload the document to their Lesson Plans as a Lesson Plan Resource in your district Curriculum Developer site for future reference. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Prior to class, post pictures 1-10 from the Teacher Resource: Engage Pictures in numerical order around the room. Allow enough space for students to walk around, such as in a gallery.. Post the question How does this portray an advantage or disadvantage during war? Distribute the Handout: Advantages During the Civil War Assign students a number from 1 to 10. Give students a few seconds to group themselves according to their number. Conduct a Gallery Walk (see instructions in Notes for Teachers). During the Gallery Walk students view the pictures, discuss the posted question for each picture, and fill in the matrix appropriately, which includes deciding which category the picture addresses and how it represents an advantage. (Handout: Advantages During the Civil War) Debrief by discussing student responses to each picture and discussing responses on the matrix Handout: Advantages During the Civil War. Notes for Teacher NOTE: 1 Day = 50 minutes Suggested time: ½ Day MATERIALS: Teacher Resource: Engage Pictures 1-10 Handout: Advantages During the Civil War Teacher Resource: Advantages During the Civil War KEY Gallery Walk Instructions Students start with the picture that is the same as their group number. They will look at the picture and discuss the question. When time is called, students rotate to the next picture. Repeat until all pictures have been visited. 2010, TESCCC 08/10/10 page 3 of 30

Instructional Procedures (See possible responses on the Teacher Resource: Advantages During the Civil War KEY) (Possible responses include: Picture 1-advantage, can manufacture weapons; Picture 2-advantage, have people to work and fight; Picture 3-advantage, prepared to fight; Picture 4-advantage, have currency to buy/trade disadvantage if too much paper money is printed; Picture 5-advantage, can transport goods and people; Picture 6- advantage, prepared for war with artillery; Picture 7-advantage, source of food and hiding spots disadvantage if you have to cover this much area; Picture 8-advantage, strong military leader; Picture 9-advantage, strong political leader; Picture 10-advantage, can sell cotton on world market) This lesson explores the battles that occurred during the Civil War in terms of the advantages and disadvantages of resources available to each side and the impact on the outcome of the war. EXPLORE Place students in groups of two and distribute the Handout: Major Battles of the Civil War and the Handout: Civil War Map. Using the Major Battles of the Civil War (map instructions), students complete their interactive map. (The map is created with a step by step process to illustrate the progression of the war.) Students locate the major battles and mark them as Southern or Northern victories Notes for Teacher Suggested time: 1 ½ Days MATERIALS: Handout: Major Battles of the Civil War Handout: Civil War Map Web Resources: http://www.pbs.org/civilwar/war/map 2.html http://www.civilwarmusic.net/ Teacher should consider playing Civil War songs as students are researching, such as Battle Hymn of the Republic and Bonnie Blue Flag. See also http://www.civilwarmusic.net/ EXPLAIN Day 3 To help students process the information they gained in the Explore section, facilitate a discussion usind questions such as the following> Where did most of the battles take place? (The South, particularly in the border states) How did the location of the battles impact the area and the people? (The destruction and loss of resources would make it difficult for the South to carry out a long-term war.) General Sherman said after the Battle of Shiloh, The scenes on this field would have cured anybody of war. Why do you think human loss of life and wounded soldiers in this war hurt the United States more than any other war? (This was a civil war, a war between brothers, so the casualties of war hit close to home.) Why do you think more soldiers died of disease than of wounds? (Even though there were medical advances in emergency care, antiseptic had not been invented yet. Surgical tools would be used on several wounded soldiers so infections spread quickly.) Recreate the chart (on a transparency, the dry erase board or on chart paper). Continue the the class discussion about the advantages and disadvantages faced by both the North and the South. As a class complete the advantages and disadvantages chart. Suggested time: 1 Days MATERIALS: Handout: Advantages and Disadvantages Chart Web Resources: Graph showing Advantages for both the North and the South http://wps.ablongman.com/wps/med ia/objects/124/127330/images/nas H10421501.gif Civil War Photographs: http://memory.loc.gov/ammem/cwph tml/cwphome.html http://www.civilwarletters.com/ Other optional resources: read excerpts from various young adult readers, such as: Irene Hunt s Across Five Aprils, James McPherson s Battle Cry of Freedom, and Richard Peck s The River Between Us. read excerpts from war letters from http://www.civilwarletters.com/ 2010, TESCCC 08/10/10 page 4 of 30

Instructional Procedures Facilitate a class discussion with questions such as: What is the relationship between the outcome of the battles and the advantages/disadvantages of available resources of the North or South? (Responses will vary. How can the physical geography during wartime be an advantage or disadvantage? (It can be an advantage if you are familiar with the terrain and have access to the resources available in the area. It can be a disadvantage if the other side finds a way to block you off from available resources. For example, a Union strategy known as the Anaconda Plan split the South in two and squeezed the South s access to resources.) ELABORATE Distribute the Handout: Gettysburg Address. Say: This speech was given by Lincoln at the site of one of the bloodiest battles of the war. Many historians consider it the turning point of the war in favor of the North. In pairs or small groups, students read the Gettysburg Address. To listen to the Address, use one of the weblinks in the Notes to Teachers or another website, or read the Address aloud. Facilitate a discussion where students analyze Abraham Lincoln's ideas about liberty, equality, union, and government as contained in the Gettysburg Address. Use questions such as: What is Lincoln s message to the country? (Democracy must be preserved.) How does this message reflect his ideas of equality, union, and government? (He said that all men are created equal, that the nation shall have a new birth of freedom and that government of the people, by the people, for the people, shall not perish from the earth.) Students will discuss how this speech displayed Lincoln s leadership with their partner. Students will highlight the key words of the Address and write a short summary of their leadership evaluation. EVALUATE Create a graphic organizer that will support and help justify the conclusion that an advantage of the North or the South played a role in a major Civil War battle. Explain in writing how the advantage affected the battle. (8.1C; 8.8A, 8.8B, 8.11C, 8.30B) Notes for Teacher display photographs from the Mathew Brady collection show video clips from Gone with the Wind to provide a visual image of the destruction of the South/care for the wounded/physical and human resources. Suggested time: 1 Day MATERIALS: Handout: Gettysburg Address Web Resources: http://www.americanrhetoric.com/sp eeches/gettysburgaddress.htm http://www.npr.org/templates/story/s tory.php?storyid=1512410 http://www.voanews.com/specialen glish/archive/2005-04/2005-04-20- voa1.cfm Online exhibition: http://myloc.gov/exhibitions/gettysbu rgaddress/pages/default.aspx Suggested time: 1 Days MATERIALS: Teacher Resource: Sample Advantage Graphic Organizer Select either a Northern or Southern advantage during the Civil War. Also select a major battle of the war where the advantage played a role. Write an explanation of how the advantage aided in the success of the battle. Create a graphic organizer that will support and help justify the reasoning. The graphic organizer can be a chart, graph, map, visual or other type of organizer. 2010, TESCCC 08/10/10 page 5 of 30

Engage Pictures (pp. 1 of 10) Picture 1 2010, TESCCC 08/10/10 page 6 of 30

Engage Pictures (pp. 2 of 10) Picture 2 2010, TESCCC 08/10/10 page 7 of 30

Engage Pictures (pp. 3 of 10) Picture 3 2010, TESCCC 08/10/10 page 8 of 30

Engage Pictures (pp. 4 of 10) Picture 4 2010, TESCCC 08/10/10 page 9 of 30

Engage Pictures (pp. 5 of 10) Picture 5 2010, TESCCC 08/10/10 page 10 of 30

Engage Pictures (pp. 6 of 10) Picture 6 2010, TESCCC 08/10/10 page 11 of 30

Engage Pictures (pp. 7 of 10) Picture 7 2010, TESCCC 08/10/10 page 12 of 30

Engage Pictures (pp. 8 of 10) Picture 8 2010, TESCCC 08/10/10 page 13 of 30

Engage Pictures (pp. 9 of 10) Picture 9 2010, TESCCC 08/10/10 page 14 of 30

Engage Pictures (pp. 10 of 10) Picture 10 2010, TESCCC 08/10/10 page 15 of 30

Advantages During the Civil War (pp. 1 of 2) Directions: View each picture. Hypothesize why each advantage helped the North or the South during the Civil War. Complete an illustration to help you remember each advantage. Advantage Illustration North South Why is it an advantage? Economic Base (Factories v. Agriculture) Motivation to fight able to produce guns, gunpowder, etc. Few farms, its economy did not depend on trade of raw materials Fighting to preserve the Union serious inability to produce manufactured goods Trade of raw materials from the farms/ plantations was a large part of their economy Fighting for their way of life Size of Population 22 million 9 million 2010, TESCCC 08/10/10 page 16 of 30

Advantages During the Civil War (pp. 2 of 2) Advantage Illustration North South Why is it an advantage? Railroads 70% of the miles of track 30% of the miles of track Strong Military Leadership By the end of the war had 4 different Commanders of the Union Army Had one consistent Commander of the Confederate Army (Lee) with more field grade officers coming out of West Point Strong President Lincoln was sincerely humble but a fast learner, spending hours in the Library of Congress reading and seldom intervening directly in field operations. Davis personality was cold and abrasive References: http://us-civil-war.suite101.com/article.cfm/northern_advantages_in_the_civil_war http://americancivilwar.com/authors/historical.html 2010, TESCCC 08/10/10 page 17 of 30

Advantages During the Civil War - KEY (pp. 1 of 2) Directions: View each picture. Hypothesize why each advantage helped the North or the South during the Civil War. Complete an illustration to help you remember each advantage. Advantage Illustration North South Why is it an advantage? Economic Base (Factories v. Agriculture) able to produce guns, gunpowder, etc. Few farms, its economy did not depend on trade of raw materials Motivation to fight Fighting to preserve the Union serious inability to produce manufactured goods Trade of raw materials from the farms/ plantations was a large part of their economy Fighting for their way of life The North was able to supply its Army with the weapons it needed to win the war. South had to rely upon trade with foreign countries to procure those necessities. The Union blockade kept them from trading with other countries. The South also had something of a home field advantage. Since the North was invading the South, the Southerners had to fight close to home. Often, they were much more familiar with the terrain than were the Northerners and they were always more desperate to win. When you believe that you are defending your wife and children from invaders, you care more about your cause than those who are simply being paid a wage to go fight for a cause that does not influence their lives as directly. This made a significant difference on the battlefield. Size of Population 22 million 9 million Allowed North to have a much larger army and hold more troops in reserve 2010, TESCCC 08/10/10 page 18 of 30

Advantages During the Civil War - KEY (pp. 2 of 2) Advantage Illustration North South Why is it an advantage? Railroads 70% of the miles of track 30% of the miles of track effective ways of transportation of supplies and men Strong Military Leadership By the end of the war had 4 different Commanders of the Union Army Had one consistent Commander of the Confederate Army (Lee) with more field grade officers coming out of West Point Consistency of leadership kept the Confederacy in the war. The North struggled with leadership until Lincoln appointed Grant as head of the Union army. Strong President Lincoln was sincerely humble but a fast learner, spending hours in the Library of Congress reading and seldom intervening directly in field operations. Davis personality was cold and abrasive Lincoln s leadership proved to be more effective because of his persistence. References: http://us-civil-war.suite101.com/article.cfm/northern_advantages_in_the_civil_war http://americancivilwar.com/authors/historical.html 2010, TESCCC 08/10/10 page 19 of 30

Major Battles of the Civil War (pp. 1 of 4) Directions for map creation: 1. Before starting your mapwork below, set up a key in the lower left hand corner. Color the Confederate battle victory symbols GRAY. Color the Union battle victory symbols BLUE. Color the No Victor battle victory symbol ORANGE. 2. Use another color to shade in the location of the Mississippi River. 3. When printing information on the map, always small letters. 4. CAREFULLY read each informational paragraph and the map instructions! You will find information to help you complete the map within each paragraph. Attack on Fort Sumter After the Confederate States of America seceded from the Union, they quickly seized all federal property within its borders. Jefferson Davis, President of the CSA, demanded that Union (Northern) troops abandon Fort Sumter in the harbor of Charleston, South Carolina. Major Robert Anderson (Union) refused to leave the five-sided brick fort. The Confederate troops surrounded the fort with canons. President Lincoln announced that he was sending a supply ship to the fort to reinforce the Union troops. The Confederates saw this as an act of war. President Davis ordered his commander,, at Charleston to open fire. Gunners fired some 4,000 sheets at the fort during the 34- hour bombardment. Major Anderson and his 67 Union soldiers surrendered the fort in April 1861. On the map: 1. Lightly shade the six Southern states (on the map, Texas seceded too) that seceded and formed the Confederate States of America. Do NOT shade the battle symbols. South Carolina Mississippi Florida Alabama Louisiana Georgia (Texas-not shown on map) 2. Write Fort Sumter and April 1861 in the gray box next to the battle symbol in South Carolina. 3. Color the battle symbol at Fort Sumter to represent the victor. Battle of Bull Run (Manassas) The firing on Fort Sumter marked the beginning of the Civil War. President Lincoln called for 75,000 volunteers to join the Union army and decided to blockade the Southern ports (example: New Orleans). These two actions caused 4 more states to secede. This brought the Confederate States of America to 11 eleven states. The C.S.A. had few factories of its own. Therefore, they needed to sell cotton to Great Britain and France to raise money to buy war materials. After the Union blockade was established, the Confederacy was limited in its ability to break through the blockade and continue trading with Great Britain and France. The Confederacy hoped that both countries would need Southern cotton and that would lead them to come to the aid of the South. However, this never happened. The Union blockade proved to be one of the North s best strategies to win the Civil War. 2010, TESCCC 08/10/10 page 20 of 30

Major Battles of the Civil War (pp. 2 of 4) Three months after the attack on Fort Sumter, General Irvin McDowell (Union) led the Union Army into northern Virginia. Near the town of Manassas, along Bull Run creek, the Union Army attacked the Confederate Army. General Thomas J. Jackson (Confederate) held his ground so fiercely that he earned the name Stonewall. The Confederates launched a counter-attack on the Union troops. The Union lines broke and the soldiers retreated back to Washington, D.C. in a state of panic. The Confederates had successful fought off the Union troops. The Battle of Bull Run was the first major battle of the Civil War. On the map: 1. Draw 4 ships along the coast, print the words Union Blockade. Color the ships BLUE. 2. Lightly shade the 4 additional states that joined the C.S.A. Virginia Arkansas North Carolina Tennessee 3. Write Bull Run and July 1861 in the gray box next to the battle symbol in Northern Virginia on the border with Maryland. 4. Color the battle symbol at Bull Run to represent the victor. 5. In text box #1- Write The Battle of Bull Run was the first major battle of the Civil War Battle of Hampton Roads This naval battle, fought on March 8-9, 1862, was a part of the effort of the Confederacy to break the Union blockade, which had cut off Virginia's largest cities, Norfolk and Richmond, from international trade. The major significance of the battle is that it was the first meeting in combat of ironclad warships. Two iron-clad warships, the Northern Monitor and the Southern Merrimack, bounced shells off of each other for two hours in Hampton Roads, off of the shore of Virginia. Thousands of spectators watched from shore. Though neither the Union nor the South could count this battle as a win, it is important because it signaled the end for wooden ships in the navies of the world. The major naval powers at the time of the Civil War, Great Britain and France, halted further construction of wooden-hulled ships, and they were copied by other countries. On the map: 1. Write Hampton Roads and March 1862 in the gray box next to the battle symbol east of Virginia near the Chesapeake Bay. 2. Color the battle symbol at Hampton Roads to represent the victor. Battle of Antietam After the disastrous defeat at Bull Run, President Lincoln appointed General George B. McClellan (Union) to be the commander of the eastern Union Army. McClellan s soldiers made an unsuccessful attempt to capture Richmond, the capital of the C.S.A.. Shortly after the attempted attack on Richmond, General Robert E. Lee (Confederate) decided to invade Union territory (thus far, all of the battles had been fought on Southern soil). Lee made his plan to attack the Union forces in Antietam, Maryland. A major blunder took place as Lee moved his troops into Maryland. One of his messengers accidentally left a copy of his battle plans at a campsite. Union soldiers discovered Lee s plans after the campsite was abandoned. About 40,000 Southerners were against the 87,000- man Union Army under Gen. George B. McClellan. 2010, TESCCC 08/10/10 page 21 of 30

Major Battles of the Civil War (pp. 3 of 4) More men were killed or wounded at Antietam on September 17, 1862, than on any other single day of the Civil War. Union losses were 12,410, Confederate losses 10,700. The Union victory in the battle gave President Abraham Lincoln the opportunity to issue the Emancipation Proclamation. On January 1, 1863, Lincoln declared free all slaves in States still in rebellion against the United States. Now the war had 2 goals: to preserve the Union and end slavery. On the map: 1. Write Antietam and September 1862 in the gray box next to the battle symbol in the western portion of Maryland. 2. Color the battle symbol at Antietam to represent the victor. Battle of Gettysburg Union General McClellan did not pursue Robert E. Lee (Confederate) after the Union victory at Antietam. As a result of McClellan s cautious approach to the war, President Lincoln replaced him with General Ambrose E. Burnside (Union). However, in December 1862, Burnside lost the Battle of Fredericksburg. Burnside decided to resign and Lincoln selected General Joseph Hooker to replace him. However, Hooker resigned from command of the Army of the Potomac while pursuing Lee in the Gettysburg Campaign. In the early morning hours of June 28, 1863, a messenger from President Abraham Lincoln arrived to inform General George Meade of his appointment as Hooker's replacement. By June 1863, the Union Army had been led by four different Generals. Robert E. Lee s confidence after the Battle of Fredericksburg encouraged him to once again invade the North. The Confederate Army marched into Pennsylvania in July 1863, where they met Union troops in Gettysburg. The Union Army had 90,000 men and the Confederate Army had 75,000 men. The Union forces held the strong defensive positions overlooking the battlefield. After three days of fierce fighting, the Confederate Army was forced to retreat. The Confederate Army lost 22,000 men and the Union Army lost 17,000 men. The battered Confederate Army was never able to take the offensive position again and attack the North. Gettysburg proved to be the turning point of the Civil War. On the map: 1. Write Gettysburg and July 1863 in the gray box next to the battle symbol in Pennsylvania. 2. Color the battle symbol at Gettysburg to represent the victor. 3. In text box #2- Write The Battle of Gettysburg was the turning point of the Civil War. Siege of Vicksburg One of the major strategies of the Union Army in the West was to take control of the Mississippi River and split the Confederacy into two parts. This was known as the Anaconda Plan. The Mississippi River was used by the Confederates to transport goods, war materials and men. The Union had many more railroads that they could use for the same purposes. Vicksburg, located on the Mississippi River between Memphis and New Orleans, was the only important city left along the river that the Union had not taken control over. The Union Army, led by Ulysses S. Grant, surrounded Vicksburg (in late May 1863) and prevented supplies from reaching it. The city surrendered six weeks later on July 4, 1863 (coincidentally, the day after the Battle of Gettysburg ended). The Union now controlled the entire length of the Mississippi River. 2010, TESCCC 08/10/10 page 22 of 30

Major Battles of the Civil War (pp. 4 of 4) On the map: 1. Write Vicksburg and July 1863 in the gray box next to the battle symbol in Mississippi. 2. Color the battle symbol at Vicksburg to represent the victor. 3. In text box #3- Write The Siege of Vicksburg allowed the Union to control the Mississippi River. Burning of Atlanta In March 1864, President Lincoln named Lieutenant General Grant the final commander of the Union Army. Though the South was suffering losses, lack of supplies, difficulty in maneuvering troop movements, they pressed on. In July 1864, Union General William T. Sherman s army of 90,000 captured and burned Atlanta, Georgia. He then swept across Georgia towards Savannah. This famous march to the sea cut a 60 mile-wide path of destruction through the heart of the South. Sherman destroyed crops, railways, factories and anything else that could benefit the Confederate Army. The eastern part of the South was now cut in half (similar to when Vicksburg was captured in the west). On the map: 1. Write Atlanta and March 1864 in the gray box next to the battle symbol in Georgia. 2. Color the battle symbol in Atlanta to represent the victor. Surrender at Appomattox Courthouse In early April 1865, General Lee and the Confederate troops had to evacuate Richmond, Virginia. As he retreated west, Lee realized that the Confederacy had been defeated. He met with General Grant in a farmhouse in the small settlement of Appomattox Court House and surrendered his army. Confederate forces in other Southern states also surrendered. On April 9, 1865 after four years of Civil War, and approximately 630,000 deaths the Civil War ended. On the map: 1. Write Appomattox and April 1865 in the gray box next to the battle symbol in the southern portion of Virginia. 2. Color the battle symbol at Appomattox Courthouse to represent the victor. 3. In text box #4- Write April 9, 1865 the Civil War ends. 4 years of war and 630,000 deaths. 2010, TESCCC 08/10/10 page 23 of 30

Civil War Map 1 2 Pennsylvania Marylan d 3 Virginia N. Carolina 4 Arkansa Tennessee S. Carolina Mississippi Alabama Legend Georgia Union Troops Confederate Troops No victor, (battle ends in a draw ) Louisian Florida 2010, TESCCC 08/10/10 page 24 of 30

1 Battle of Bull Run was the first major battle of the Civil War. Civil War Map KEY 2 Battle of Gettysburg was the turning point of the Civil War. 3 Battle of Vicksburg allowed the Union to gain control of the Mississippi River. 4 April 9, 1865 the Civil War ends! 4 years of war 630,000 deaths Arkansa Mississippi Tennessee Burning of Atlanta- March 1864 Alabama Antietam- September 1862 Appomattox Courthouse- April 1865 Pennsylvania Bull Run- July 1861 S. Carolina Virginia Gettysburg- July 1865 N. Carolina Ft. Sumter- April 1865 Marylan d Hampton Roads- March 1862 Legend Union Troops Vicksburg- July 1863 Georgia Confederate Troops Louisian No victor, Union Troop Victory (battle ends in a draw) Florida 2010, TESCCC 08/10/10 page 25 of 30

Advantages and Disadvantages Factors North South Geographic Military Economic 2010, TESCCC 08/10/10

Gettysburg Address Abraham Lincoln November 19, 1863 Address delivered at the dedication of the Cemetery at Gettysburg. Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we can not dedicate we can not consecrate we can not hallow this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion that we here highly resolve that these dead shall not have died in vain that this nation, under God, shall have a new birth of freedom and that government of the people, by the people, for the people, shall not perish from the earth. 2010, TESCCC 08/10/10

Sample Battle Advantage Graphic Organizer 2010, TESCCC 08/10/10

Rubric Create a graphic organizer that will support and help justify the conclusion that an advantage of the North or the South played a role in a major Civil War battle. Explain in writing how the advantage affected the battle. (8.1C; 8.8A, 8.8B, 8.11C, 8.30B) Select either a Northern or Southern advantage during the Civil War. Also select a major battle of the war where the advantage played a role. Write an explanation of how the advantage aided in the success of the battle. Create a graphic organizer that will support and clarify the reasoning. The graphic organizer can be a chart, graph, map, visual or other type of organizer. Content Northern or Southern advantage during the Civil War major battle of the war where the advantage played a role 4 Amazing! Beyond the Class Sophisticated reasoning shown in the choices. 3 Solid Grade Level Performance Choices shows understanding of the relationship between the advantage and the course of the battle. 2 Met Standard Both components are included. 1 Not Quite One or both components are missing, or choices seem random Graphic Organizer supports and clarifies the reasoning Explanation how the advantage aided in the success of the battle Professional appearance of student-created organizer with clear relationship to the conclusions. Helps the reader reach the same conclusion. Exceptional explanation shows deep understanding of the role the advantage played in the battle and extends to physical and human characteristics. Clear explanation easy to follow. Clear organizer does support the reasoning and adds evidence. Explanation conveys a good grasp of how the advantage aided I nthe success of the battle. Uses information from class discussion to draw inferences and conclusions not spelled out in class. Mechanics No errors. A few errors, but they do not get in the way of understanding. Good word choice. Graphic organizer is included, but is sketchy and contributes minimally to the underanding of the subject. Explains how the advantage aided in the success of the battle at a basic level.may include only ideas from class discussions. Several errors that cause the reader to have to fill in the blanks Organizer is missing, concomplete, or is unrelated to the reasoning presented in the explanation. Copied - not student created. Explanation seems to be a list of ideas not supported, or not leading to the conclusion the thesis would require. Many errors, or profound errors that get in the way of the reader s understanding 2010, TESCCC 08/10/10

Bibliography "American Experience Ulysses S. Grant Broadband Grant." PBS. N.p., n.d. Web. 8 Dec. 2009. <http://www.pbs.org/wgbh/amex/grant/broadband/>. Davis, William C.. The Illustrated Encyclopedia of the Civil War: The Soldiers, Generals, Weapons and Battles. New Ed ed. London: Salamander, 2001. Print. Konstam, Angus. The Civil War: A Visual Encyclopedia. 1st ed. New york: B&N, 1999. Print. Roland, Charles Pierce. An American Iliad: The Story of The Civil War. New York: Mcgraw-hill Companies, 1991. Print. "The Civil War. The War. Maps. Union's Grand Strategy PBS." PBS. N.p., n.d. Web. 8 Dec. 2009. <http://www.pbs.org/civilwar/war/map2.html>. Wiley, Bell Irvin. The Road to Appomattox. Baton Rouge: Louisiana State University Press, 1994. Print. Antietam: Essays on the 1862 Maryland Campaign. Kent: Kent State University Press, 1989. Print. 2010, TESCCC 08/10/10