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.
Students develop a foundation on which to understand the basic disagreements between North and South.
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.
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.
This lesson covers two essential aspects of Reconstruction: the condition of the southern states at the close of the war and Lincoln’s plan for restoring them to the Union. In examining the conditions of the southern states, students consider both the physical conditions (i.e., the impact of the devastation of war) and the political condition of these states (i.e., what was the proper relationship between southern states and the Union upon their surrender at Appomattox?)
More Americans lost their lives in the Civil War than in any other conflict. How did the United States arrive at a point at which the South seceded and some families were so fractured that brother fought brother?
A complex series of events led to the Civil War. The lessons in this unit are designed to help students develop a foundation on which to understand the basic disagreements between North and South. Through the investigation of primary source documents —photographs, census information and other archival documents—students gain an appreciation of everyday life in the North and South, changes occurring in the lives of ordinary Americans, and some of the major social and economic issues of the years before the Civil War.
The Civil War erupted after a long history of compromises and sectional debates over representation, federalism, tariffs and territories. Though many of the political differences are beyond the scope of the intermediate curriculum, students can use their analysis of archival documents to begin to appreciate the differences between the North and South and the changes afoot in the United States that contributed to the developing conflict.
Before you begin to teach this unit, review the suggested activities and familiarize yourself with the websites involved. Select, download and duplicate, as necessary, any documents you want the class to use.
For the census activity in Lesson 3, either the teacher or students will need to keep a calculator at hand.
You may wish to provide students with a copy of the Document Analysis Worksheet, available through the EDSITEment resource The Digital Classroom, to guide them as they review the documents in this unit.
The purpose of this lesson is to prepare students with background information for understanding the causes of the Civil War. You can find information on the causes of the Civil War, accessible through a link from the EDSITEment resource The Internet Public Library.
Our political problem now is “Can we, as a nation, continue together permanently—forever—half slave, and half free?” The problem is too mighty for me. May God, in his mercy, superintend the solution.
—Abraham Lincoln to George Robertson, August 15, 1855
In this unit, students will trace the development of sectionalism in the United States as it was driven by the growing dependence upon, and defense of, black slavery in the southern states. Initially seen as contrary to freedom but tolerated in order to produce the U.S. Constitution, by the 1830s the "peculiar institution" found advocates who saw it as a "positive good." Its expansion into Missouri, southern outrage over federal tariffs, and westward expansion into new territory produced a volatile and persistent debate over slavery that increasingly threatened to divide the American union. By 1860, the nation found an old Democratic Party split over the right to extend slavery into federal territory, and a new Republican Party nominating an anti-slavery, though not abolitionist, president. When Abraham Lincoln's election produced no national consensus to settle the matter of slavery's future, a southern "secession" sealed the fate of the Union.
What characterized the debates over American slavery and the power of the federal government for the first half of the 19th century? How did regional economies and political events produce a widening split between free and slaveholding states in antebellum America? Who were the key figures and what were their arguments regarding the legitimacy of slavery and the proper role of the national government in resolving its future in the American republic? This unit of study will equip students to answer these questions through the use of interactive maps, primary texts, and comparative biographies.
Upon completing the lessons in this unit, students should be able to do the following:
Review each lesson plan. Locate and bookmark suggested materials and other useful websites. Download and print out documents you will use and duplicate copies as necessary for student viewing.
Download the blackline masters for this lesson, available here as a PDF. Print out and make an appropriate number of copies of any handouts you plan to use in class.
Each activity in this unit of study is designed for use as a stand-alone lesson, comprising three forty-five minute class periods. Taken all together, the lessons provide an overview of the causes of sectionalism that led to the American Civil War. Since available time and curriculum needs vary by classroom, the following guidelines for use are provided:
Another approach you can use is to skim each lesson plan to see what specific activities each offers and choose only those that suit specific course objectives and content. Each lesson plan indicates how best to streamline that lesson's content and will suggest essential versus more rigorous treatment of a given subject.
As the Civil War drew to a close, the social, political and economic conditions within the rebellious southern states fueled discussion about how to restore them to the Union. This series of lesson plans will examine the nature and extent of some of these social, political and economic conditions and how they worked to shape the debate about restoring southern states to the Union as well as their lasting impact in shaping the national debate in the years following Reconstruction.
Beyond the obvious material destruction, there was more to reconstruct in the South than buildings, farms, manufacturing and railroads—there were social and political relationships to rebuild. Yet, it is impossible to understand Reconstruction fully without a grasp of the social and economic upheaval the war brought with it. For the people living through the times, this upheaval created a situation that demanded immediate attention. Economically, the South had been shattered, with much of its capital—formerly invested in slaves—lost. Fields remained untilled and fallow. Capital that during the war had been invested in manufacturing to a much larger extent than it had been before the war, was now laid to waste with many of the South’s factories in ruins. Beyond these tangible losses there was the devastating cost in human life. More than one-fifth of the South’s adult white male population (some 260,000) was lost fighting for the Confederacy. In addition, the great majority of black soldiers who had fought and died in the Union army were from the South. Its losses in manpower, therefore, was monumental.
Another consideration in post-bellum America was a new question for southern society: What would be the role of the newly freed black population of the South? What would be the social relationship between this new community and its former white masters? The South faced a newly freed workforce that grew more and more recalcitrant, refusing to work for former masters (very often with good cause), whatever the pay. Old habits of social interaction had to be reconsidered and, most often, unlearned. Thus, even if the South could quickly show some signs of economic recovery, solving the problems posed by social reconstruction would prove to be a much more difficult and lengthy proposition.
The political process of Reconstruction, on the other hand, had begun before the war ended. In some states—like Tennessee, Arkansas, and Louisiana—where earlier Union victories had been so complete as to take them out of the Confederacy for practical purposes, the populations had already taken steps in the direction of re-establishing former relations with the Union. For Abraham Lincoln, it was impossible to separate Reconstruction policy from war policy. Reunification was the central object of the war for Lincoln. Because of that, Lincoln believed that a swift procedure for Reconstruction—taking place, in effect, as Union victories gradually spread throughout the South—would aid in the effort to bring the war to a speedy end. In order to encourage a speedy process of Reconstruction, Lincoln argued for generous terms of amnesty to former rebels and encouraged lenient processes for restoring states to their former relations with the Union.
Many in Congress, however, had a different view. Upon receiving Lincoln’s “Proclamation of Amnesty and Reconstruction” these members were indignant. Apart from the content, which a number viewed as too gentle toward the South, some legislators argued that Lincoln’s proclamation flew in the face of Congress’ presumed sovereignty in the matter. Representative Thaddeus Stevens of Pennsylvania argued that Lincoln’s plan for allowing only 10% of a state’s electorate to put forward a constitution was contrary to democratic theory and the principle of majority rule. Further, many members argued that the states joining the Confederacy had, in effect, “committed suicide” and had to be re-established from the ground up in the same way territories or conquered foreign lands would be organized.
Whatever virtues there were in Lincoln’s less strident and less specific plan for Reconstruction, however, may also have contributed to its weakness. Because its success depended so much on Lincoln’s own judgment, discretion, and persuasive abilities, his assassination on April 14, 1865 was a devastating loss to its operation. Lincoln’s Vice President, Andrew Johnson, shared Lincoln’s view that reconstruction ought to be directed from the White House, but he lacked much of Lincoln’s political savvy and understanding and shared almost none of his forgiving nature or charm with the people.
After the impeachment of Andrew Johnson and the ascendancy of Congress in directing Reconstruction policy, the realities of enforcing their well-meaning goals soon dimmed the enthusiasm of many Republicans. Though Republicans made quick and huge political gains in the South as newly enfranchised black voters rushed to their support, it was clear that the party and its ideals of peace through racial and sectional harmony on Republican terms remained unpopular with large segments of the population—particularly with those who were disenfranchised because they could not take the “oath” or otherwise prove their loyalty to the Union. This meant that the huge majorities Republicans then enjoyed were, so to speak, operating on borrowed time.
Southern governments frequently were in the hands of political novices: for example, inexperienced (and sometimes illiterate) freedmen and—worse yet, from the point of view of many Southern loyalists—Northerners who had moved south in the wake of war to assist in the recovery effort. These conditions made it quite difficult for the Republican Party to get much of a foothold in the South among any except black voters and those who had relocated from the North. It also made it difficult to enforce Republican plans for Reconstruction and the 14th and 15th Amendments to the Constitution.
As resistance and violence continued to spread in the South, Republican resolve began to weaken. Maintaining a visible and active presence of Union troops in the South to facilitate the peaceful operation of government and Reconstruction was expensive and frustrating to many in Congress. Moreover, the horrors of the late war were alive in the memories of most Americans and the real or imagined threat of resumed and open hostilities operated with more persuasive force than the best of arguments.
President Ulysses S. Grant had been elected partly because he seemed to show promise of strong executive leadership, but also because he was viewed in the afterglow of his wartime success. But in his first showdown with Congress upon being elected, Grant backed down and accepted a compromise proposal with the Senate even after the House had voted to join him in his opposition to the Tenure of Office Act. This show of weakness seemed to set the tone for Grant’s administration (1869-77) which, though it seemed to offer some promise to restore order and sanity to the South, actually accomplished very little in this realm.
In part, Grant’s administration suffered because of some real and some exaggerated charges of corruption—most of which did not directly involve Grant but tarnished him (and, eventually, Congress) nonetheless. The impact of scandal on the national political debate was real. It contributed to a chastening of Republican ambitions in the South and forced the party to concentrate on maintaining its base of support in the North rather than growing the party in Dixie. This helped to shape the national political debate for generations.
The “official” era of Reconstruction came to a close with the Compromise of 1877. In that “compromise,” Republican Rutherford B. Hayes won a tight race for the Presidency with just one electoral vote—on the condition that all federal troops be removed from the South and a southern Democrat be named to his cabinet.
In all, the history of Reconstruction was an object lesson in the limitations of persuasion in politics—as was the history of the Civil War that preceded it. The great political battles of the era were full of interesting reflections and assertions about the nature and purpose of America and American government. The passage of the 14th Amendment and Civil Rights legislation were great victories for the advocates of equality under the law. But in the end, events overpowered the best thinking on both sides of this divide and the impact of these great victories was left to be felt and interpreted by a new generation of Americans. Much of the legislation enacted in the name of racial equality was to be undone in the coming years by rulings coming from the Supreme Court (Plessy v. Ferguson, The Civil Rights Cases, etc.) and then to be taken up again in the Civil Rights struggles of the 20th century. In many ways, we continue these struggles in our politics today.
Review the lesson plans in the unit. Locate and bookmark suggested materials and links from EDSITEment-reviewed websites used in this lesson. 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 files.
Download the Text Documents for the lessons, available as PDFs. These files contain excerpted versions of the documents used in each lesson, 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.
Finally, familiarize yourself with the interactive maps and timeline that accompany this lesson. The interactive maps explore the impact of the war and Reconstruction on the South, while the interactive timeline examines the impeachment of President Andrew Johnson and his troubles with the Congress. These interactives are incorporated into several of the activities for this lesson.
Analyzing 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.