• Lesson 3: The Monroe Doctrine: A Close Reading

    Thomas Jefferson played a role in the development of the so-called Monroe  Doctrine.

    To what events in United States and European foreign affairs does the Monroe Doctrine refer? What was the primary purpose behind the Monroe Doctrine?

    Lesson Plans: Grades 9-12
    Curriculum Unit

    Civil War: A "Terrible Swift Sword" (3 Lessons)

    Created July 17, 2010

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    The Unit

    Overview

    Whether it be called the Civil War, the War between the States, the War of the Rebellion, or the War for Southern Independence, the events of the years 1861-1865 were the most traumatic in the nation's history. The secession of the southern states, and President Lincoln's decision to prevent them forcibly from leaving the Union, triggered a conflict that would see fighting on battlefields as far apart as Pennsylvania and Texas, Missouri and Florida, and would leave nearly a million Americans on both sides dead or wounded. Indeed, casualties in the Civil War exceeded those of every other war in which the United States has ever participated, combined.

    But the sheer costs of the war were matched by its importance. It was fought over two basic questions-whether it was legal under the U.S. Constitution for a state to leave the constitution, and whether the practice of chattel slavery was consistent with the nation's founding principles. The Union victory established that the answer to both questions was no.

    This curriculum unit will introduce students to several important questions pertaining to the war. In the first, they will examine original documents and statistics in an attempt to determine the strengths and weaknesses of each side at the start of the conflict. The second addresses the two turning points of the war-the concurrent battles of Gettysburg and Vicksburg-as well as the morality of the Union's use of "total war" tactics against the population of the South. Finally, in the third lesson students will examine a series of case studies in Abraham Lincoln's wartime leadership; by using primary sources they will be asked to assess whether, based on his performance during his first term of office, he deserved a second.

    Guiding Questions

    • Which side possessed the overall advantage at the start of the Civil War?
    • How did the Union win the war?
    • Did Lincoln's performance as a wartime president during his first term of office justify his reelection in 1864?

    Learning Objectives

    • Compare and contrast the strengths and weaknesses of the North and South using various primary source documents.
    • Analyze the economic advantages possessed by both sides on the eve of the Civil War.
    • Compare and contrast each side's strategic objectives for the war.
    • Explain Great Britain's interests in the Civil War, and how they might have affected the balance of forces between the two sides.
    • Explain why the battles of Gettysburg and Vicksburg were the turning points of the war.
    • Evaluate the role of Sherman's "total war" tactics in bringing about a Union victory.
    • Argue whether it was necessary for Abraham Lincoln to suspend habeas corpus.
    • Assess whether the Emancipation Proclamation was sound wartime policy.
    • Explain why the decision to arm slaves was so controversial in the North.
    • Evaluate Lincoln's refusal to conclude a compromise peace with the Confederacy.
    • Identify the major issues in the 1864 presidential election, and make an overall judgment as to whether Lincoln deserved a second term.

    Preparation Instructions

    Review each lesson plan. Locate and bookmark suggested materials and links from EDSITEment-reviewed websites. Download and print out selected documents and duplicate copies as necessary for student viewing. Alternatively, excerpted versions of these documents are available as part of the downloadable PDF, such as this one for Lesson Plan One.

    Download the Text Documents for each lesson, available as PDFs, such as this one for Lesson Plan One. This file contains excerpted versions of the documents used in the first and second activities, as well as questions for students to answer. Print out and make an appropriate number of copies of the handouts you plan to use in class.

    Working with Primary Sources

    If your students lack experience in dealing with primary sources, you might use one or more preliminary exercises to help them develop these skills. The Learning Page at the American Memory Project of the Library of Congress includes a set of such activities. Another useful resource is the Digital Classroom of the National Archives, which features a set of Document Analysis Worksheets. Finally, History Matters offers pages on "Making Sense of Maps" and "Making Sense of Oral History" which give helpful advice to teachers in getting their students to use such sources effectively.

    The Lessons

    • Lesson 1: On the Eve of War: North vs. South

      Created July 17, 2010
      A Confederate artillery battery at Charleston, South Carolina

      This lesson will examine the economic, military and diplomatic strengths and weaknesses of the North and South on the eve of the Civil War. In making these comparisons students will use maps and read original documents to decide which side, if any, had an overall advantage at the start of the war.

    • Lesson 2: The Battles of the Civil War

      Created July 17, 2010
      "A Harvest of Death."

      Through the use of maps and original documents, this lesson will focus on the key battles of the Civil War, Gettysburg and Vicksburg and show how the battles contributed to its outcome. It will also examine the "total war" strategy of General Sherman, and the role of naval warfare in bringing about a Union victory.

    • Lesson 3: Abraham Lincoln and Wartime Politics

      Created July 17, 2010
      The re-election of Abraham Lincoln to the Presidency in 1864

      This lesson will look at the partisan political issues which emerged in the election of 1864 around Abraham Lincoln's role as a wartime president. Through an examination of primary documents, students will focus on Lincoln's suspension of habeas corpus, the Emancipation Proclamation, his decision to arm the freed slaves, his refusal to accept a compromise peace with the South, and the election of 1864.

    The Basics

    Grade Level

    9-12

    Subject Areas
    • History and Social Studies > People > African American
    • History and Social Studies
    • History and Social Studies > Themes > Civil Rights
    • History and Social Studies > Themes > Culture
    • History and Social Studies > Themes > Demographic Changes
    • History and Social Studies > U.S. > Expansion and Reform (1801-1861)
    • History and Social Studies > U.S. > Civil War and Reconstruction (1850-1877)
    • History and Social Studies > Themes > Economic Transformation
    • History and Social Studies > People > Other
    • History and Social Studies > People > Women
    • History and Social Studies > Themes > Globalization
    • History and Social Studies > Themes > Immigration/Migration
    • History and Social Studies > Themes > Politics and Citizenship
    • History and Social Studies > Themes > Reform
    • History and Social Studies > Themes > Religion
    • History and Social Studies > Themes > Slavery
    • History and Social Studies > Themes > U.S. Constitution
    • History and Social Studies > Themes > War and Foreign Policy
    Skills
    • Compare and contrast
    • Critical analysis
    • Critical thinking
    • Debate
    • Evaluating arguments
    • Gathering, classifying and interpreting written, oral and visual information
    • Historical analysis
    • Internet skills
    • Interpretation
    • Making inferences and drawing conclusions
    • Map Skills
    • Online research
    • Representing ideas and information orally, graphically and in writing
    • Textual analysis
    • Using primary sources
    • Visual analysis
    • Vocabulary
    • Writing skills

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