Title – The Beginning of the Conflict (The American Civil War)

By – Jason Kamler

Primary Subject – Social Studies

Secondary Subjects – Social Studies

Grade Level – 9-12

Class – 10th Grade History

Unit – The American Civil War

Lesson The Conflict Begins

PA Academic Standards

• 8.1.9.B Analyze and interpret historical sources
  
• 8.3.9.A Identify and analyze the political and cultural contributions of individuals and groups to United
  
• States history from 1787 to 1914.
  
• 8.3.9.C Analyze how continuity and change has influenced United States history from 1787 to 1914

Goal of this lesson: To give the students a feel for the people behind the American Civil War and the beginning of the conflict.

Materials

• textbook
  
• notebook/ binder
  
• writing utensil

Clerical/Administrative Tasks

• Take roll
  
• Draft questions for the lesson
  
• Draft answer keys for questions during lesson and homework
  
• Draft teaching notes for lesson and PowerPoint on “Faces of the Beginning of the Conflict”.

Instructional Objectives

• TSWBAT (The student will be able to) analyze pictures that show the faces of the Civil War.
  
• TSWBAT discuss some of the reasons the Confederate and Union soldier fought.
  
• TSWBAT explain the motives behind moves made by both the U.S. and the C.S.A.

Introduction

Begin the PowerPoint presentation on the faces of the early Civil War (Engage). As each slide is shown, ask questions about what the slide is, and its significance. In this way, the students will be asked to analyze each slide and to discuss what they know about each (Explore). This will be used to help move into the lecture material for the lesson (Approx. 14 minutes).

Developmental Activities

I will begin the lesson by discussing the information on the lecture handout detailing the beginning of the Civil War, starting with events after the Confederate attack on Fort Sumter. I will talk about how each country prepared for war, and the moves each made to become battle-ready. This will culminate with the creation of the Army of the Potomac for the Union, and the Army of the Shenandoah for the Confederacy (Approx. 12 minutes).

I will then move on to describe the events leading up to the First Battle of Bull Run. I will discuss with the students how Union Gen. Irvin McDowell was pressured into making an invasion of the South, and how the Confederates were less than ready to defend their territory. I will then go on to describe the battle in detail, asking questions when appropriate. Finally, I will explain to the students how the Southern victory at Manassas ended all hope for a quick Northern victory, and plunged the nation into a bloody war that would last for 4 more years (Explain) (Approx. 12 minutes).

If time permits, I will allow the students to work on the questions at the end of the lesson, which will be due for the next class period.

Assessment/Evaluation

My evaluation will be based on answers to questions throughout the lesson (Elaborate), and questions assigned for homework. I will ask them to complete the four questions at the end of Lesson 1 for tomorrow’s class, and to be ready to discuss their answers with their classmates (Evaluate).

Conclusion

I will ask the students a few quick questions to summarize the material we just went over in class (Approx. 2 minutes).

The following are the PowerPoint screens used in this lesson.

Teaching Notes: The Conflict Begins

Slide 1:

Private Edmund Ruffin

: What observations can you make about this photo?

• Born 1794, Prince George County, VA
• Fire-eater: pro-slavery extremist, urged succession. (What is a fire-eater?)
• Joined Palmetto Guard from first state to succeed from the Union (Which state is it? Ans: South Carolina)
• Fired first shot of Civil War (Where was this shot fired? Ans: Fort Sumter)
• Committed suicide in 1865

Slide 2:

Col. Elmer Ellsworth

: What observations can you make about this photo?

• Born 1837, Malta, NY
• Once worked in the Illinois law office of current president (Who is this president? Ans: Abraham Lincoln)
• Commanded the "New York Fire Zouaves" (Why do you think they were called "fire" zouaves? Ans: firefighters from NY)
• Killed in Alexandria, VA, in 1861, pulling down Confederate flag (What would make someone risk his life just to pull down a flag? Ans: young, idealistic man; belief in the Union cause; helping the war effort and morale of troops)

Slide 3:

Robert E. Lee

: Who is this man?

• Turned down command of Union army to take commission in Confederate (Why would he do that? Ans: from Virginia, stayed with home state)
• Took advisory role with Confederate government

Slide 4:

Brig. General Irvin McDowell and Brig. Gen. Joseph Johnston

• Fought at Battle of First Bull Run (to be discussed in lecture)
• McDowell loses command of his army soon after this battle (Why do you think he loses his command? Ans: losing battle)
• Johnston is wounded in May 1862 (Who is selected to replace him as commander? Ans: R.E. Lee)

Slide 5:

Jefferson Davis and Abraham Lincoln

• Both men were born in the same state (Does anyone know which state? Ans: Kentucky)
• Davis: fire-eater leading to the war (What did we say fire-eater was? See above)
• Lincoln would not see the end of the war (What happened to him? Ans: assassinated by J.W. Boothe)
• Jefferson Davis Spent 2 years in prison after the war (What do you think he was convicted of? Ans: Treason)

E-Mail

Jason Kamler

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