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Lesson Plans
The American Journey: A History of the United States ©2000
by David Goldfield, Carl Abbott, Virginia DeJohn Anderson, Jo Ann E. Argersinger, Peter H. Argersinger, William L. Barney, Robert M. Weir
Focus Lesson 13
Chapter 16: "Battle Cries and Freedom Songs: The Civil War, 1861–1863"
Chapter 17: "The Union Preserved: The Civil War, 1863–1864"
AP* Course Description
- Civil War
- The Union
- Mobilization and finance
- Civil liberties
- Election of 1864
- The South
- Confederate constitution
- Mobilization and finance
- States' rights and the Confederacy
- Foreign affairs and diplomacy
- Military strategy, campaigns, and battles
- The abolition of slavery
- Confiscation Acts
- Emancipation Proclamation
- Freedmen's Bureau
- Thirteenth Amendment
- Effects of war on society
- Inflation and public debt
- Role of women
- Devastation of the South
- Changing labor patterns
- The Union
Key Components
- Instructor's Manual:
Chapter 16, pp. 106–111
Chapter 17, pp. 112–117 - Study Guide, Vol. I to 1877:
Chapter 16, pp. 122–130
Chapter 17, pp. 131–137 - Test Item File:
Chapter 16, pp. 188–198
Chapter 17, pp. 199–208
Key Web Sites
Given the changing nature of the Internet, you may wish to preview these sites. Always check PHSchool.com for updated links to U.S. history sites.
Key Words and Terms
Chapter 16
- Enrollment Act
- Confiscation Act
- contrabands
- Peninsula Campaign
- Emancipation Proclamation
Chapter 17
- Homestead Act
- Land Grant College Act
- New York draft riots
- Radical Republicans
- Atlanta campaign
- Sherman's march
Suggested Pacing
Combine the teaching of Chapters 16 and 17. The study of the Civil War can be approached two ways. One is to discuss major events—leaders, battles, campaigns, and so on. The other is to take a thematic approach discussing such concepts as mobilization, turning points, emancipation, and the like. Incorporation of the two methods would allow for two classes each on major events and major themes on a 90-minute block schedule or four 45-minute classes on a traditional bell schedule. Remember that the AP* exam will not ask questions about the details of battles but may ask about strategy in waging war in one area and not another. Or the AP* exam may ask the significance of certain battles such as Gettysburg.
Test Strategy
In reading the question stems both for the multiple-choice and the essay questions, students should note all words that delimit the scope of the question. For example, the question might ask students to discuss the place of African Americans in the abolition movement of the 1840s and 1850s. In this case, students should circle African Americans and 1840s and 1850s because they limit what should be considered either among the answer choices posed or in writing the essay response.
Key Concepts
- Protracted war
Neither side envisioned that the Civil War would last so long or be so costly. The first Battle of Bull Run showed the fallacy of both sides' thinking that the war would be over quickly. The North seemed to have the overwhelming advantages in the number of potential recruits for the army, financial stability, European allies, industrial capacity, and supply lines. Yet the South managed to fight a defensive war for four years. The resilience of the South and its strategic use of its resources should be a major focus in teaching Chapters 16 and 17. - The government in Washington
While the federal government may have been focusing on winning the Civil War, it did not neglect the rest of the nation. The Republican-controlled government raised tariff rates to protect Northern industry, strengthened the banking system and, therefore, the economy with the Banking Act, and passed the Homestead Act to encourage settlement of the Western territories. Every section and economic interest received something from the Republicans, which helped them to secure re-election in 1864.
Summing Up Student Understanding
Provide the following prompt as the basis for a timed essay:
During the Civil War, the federal government increased its powers. Describe three examples of how the government expanded its power during the Civil War.
You might have students choose three examples from the "Chronology" on pp. 462 and 493 to jump start their writing. After choosing the five items, students should still brainstorm the details to describe and support each example before beginning to write.
ADDITIONAL RESOURCES
You might also find these additional readings useful in developing students' background knowledge or for DBQ activities:
- American Issues: Vol. I to 1877, edited by Unger and Tomes—Chapter 16
- The Power of Words: Vol. I to 1877, edited by Breen—Chapter 14
- Constructing the American Past, Vol. I, edited by Gorn, Roberts, and Bilhartz—Chapter 12
- American Experiences: Vol. I to 1877, edited by Roberts and Olson (secondary source readings)—Part Seven