This lesson plan will explore the wide-ranging debate over American slavery by presenting the lives of its leading opponents and defenders and the views they held about America's "peculiar institution."
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.
Popular sovereignty allowed the settlers of a federal territory to decide the slavery question without interference from Congress. This lesson plan will examine how the Kansas–Nebraska Act of 1854 affected the political balance between free and slave states and explore how its author, Stephen Douglas, promoted its policy of popular sovereignty in an effort to avoid a national crisis over slavery in the federal territories.
In reviewing events, documentary evidence, and biographical information, students come to understand the complex nature of political decision-making in the United States. In this lesson, they consider the momentous questions facing the country during the Reconstruction debate by weighing the many factors that went into the solutions offered. Students also think critically as they consider whether and how other solutions might have played out.
In this lesson, students examine the development of new constitutions in the reconstructed South. They also consider the political and social realities created by a dramatically changed electorate. In gaining a firmer grasp of the causes for the shifting alliances of this time, students see how far-reaching the consequences of the Civil War and Reconstruction era were and how much these events continue to shape our collective destiny today.
In this lesson students will learn about Abraham Lincoln the individual and the President. By examining Alexander Gardner's February 5, 1865 photograph and reading a short biography of Lincoln, students will consider who the man on the other side of the lens was. Students will demonstrate their understanding by writing an "I Am" Poem and creating their own multimedia portrait of Lincoln.
The focus of this lesson is the Robert Gould Shaw and the Massachusetts 54th Regiment Memorial by Augustus Saint-Gaudens. Students will put themselves in the shoes of the men of the Massachusetts 54th Regiment as they read, write, pose, and then create a comic strip about these American heroes.
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.
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.
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.
Students will compare and contrast Winslow Homer's painting The Veteran in a New Field with Timothy O'Sullivan's photograph A Harvest of Death, Gettysburg, 1863. Students will imagine what a returned Civil War veteran might think and remember as he tends his wheat fields back home. Students will read a Civil War soldier's diary excerpt prior to writing and acting out a monologue.
In this lesson students learn how Birth of a Nation reflected and influenced racial attitudes, and they analyze and evaluate the efforts of the NAACP to prohibit showing of the film.