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.
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.
The newly re-elected Abraham Lincoln sought to unite the American people by interpreting the waning conflict as a divine judgment upon both sides of the war. This lesson will examine Lincoln's Second Inaugural Address to determine how he sought to reunite a divided country through a providential interpretation of the Civil War.
Abraham Lincoln felt that the attempt of seven states to leave the American union peacefully was, in fact, a total violation of law and order. This lesson will examine Lincoln's First Inaugural Address to understand why he thought his duty as president required him to treat secession as an act of rebellion and not a legitimate legal or constitutional action by disgruntled states.
This lesson will examine the most famous speech in American history to understand how Lincoln turned a perfunctory eulogy at a cemetery dedication into a concise and profound meditation on the meaning of the Civil War and American union.
How did Abraham Lincoln understand the relationship between principles of the Declaration of Independence and the U.S. Constitution? In this lesson students will examine Lincoln's "Fragment on the Constitution and Union" a brief but insightful reflection on the importance of the ideal of individual liberty to the constitutional structure and operation of the American union written in the last days of December 1860 when his election as president had brought the crisis of the American "house divided" to a head.
How were party politics reflected in the campaign of 1828? What were the positions of the fledgling Democratic Party and its opposition?
Did the increased right to vote translate into an increase in the percentage and totals of white males who actually voted? Students will look for connections between the candidacy of Andrew Jackson and trends in voter participation in the presidential election of 1828.
By 1828, the United States had changed greatly, though it was still a young country. Instead of 13 states, there were 24, and enough territory to make quite a few more. What was the source of Andrew Jackson's popularity?
Did changes in state constitutions tend to affect the voting population? In this lesson, students discuss the general trend in the first half of the 19th century to extend the right to vote to more white males.