Harry S. Truman Presidential Library & Museum


Northern and Southern Civil War Strategies and Missouri's Legacy: 1861-1865
Author:
Kurtis D. Werner
Course:
American History
Time Frame:
Two - 45 minutes classes
Subjects:
Civil War

Grade Levels:
9

Classroom/Homework Activity to be performed:
  • This is a technology based, two-day project that requires a direct instructional approach with a lecture and about a day and a half of using artifacts and primary sources to look at Missouri’s involvement in the Civil War. A computer lab or Ipads are preferred, but not necessary for the second part of this assignment.

Rationale:
  • I wanted an interactive activity that involved technology (Ipads or computer labs) for students to access primary source information about advantages and disadvantages of both the North and the South of the Civil War, and also view Missouri ‘s larger role in the Civil War.

District, state, or national performance and knowledge standards/goals/skills met:


Show-Me Social Studies Standards for the State of Missouri

 

  • 2. Continuity and change in the history of Missouri, the United States and the world
  • 3. Principles and processes of governance systems
  • 4. Economic concepts (including productivity and the market system) and principles (including the laws of supply and demand)
  • 5. The major elements of geographical study and analysis (such as location, place, movement, regions) and their relationships to changes in society and environment
  • 6. Relationships of the individual and groups to institutions and cultural traditions
  • 7. The use of tools of social science inquiry (such as surveys, statistics, maps, documents)

 

National History Standards.

  • Era 5 -Civil War and Reconstruction (1850-1877)
    • Standard 2A -Demonstrate understanding of how the resources of the Union and Confederacy affected the course of the war.

Secondary materials (book, article, video documentary, etc.) needed:

Primary materials (book, article, video documentary, etc.) needed:
Full description of activity or assignment.
  • On the first day, students should receive the Civil War Advantages and Disadvantages graphic organizer between the North and South (Please see Civil War Advantages and Disadvantages below)>
  • The teacher should have the Northern and Southern Civil War Strategies and Missouri’s Legacy: 1861-1865 PowerPoint presentation.
  • The first objective of this lesson is to show what advantages and disadvantages both sides had during the Civil War through the statistics taken from many different websites online with one of the main one being: www.myteacherpages.com/webpages/jwhalen/files/CIVIL%20WAR.ppt
  • The next part of the presentation is to introduce the war strategies proposed by military generals on both sides of the war.
  • Students should be finished with their graphic organizers. Please take about 5 minutes to review and have students analyze various strategies and their thoughts about both sides of the war.
  • The final part of the presentation on day one is to introduce Missouri as a major battleground for both sides during the Civil War.
  • The students should work in groups of 2-4 depending on how large the class is and create a presentation on one specific Missouri battle or skirmish of choice and make the presentation a poster, booklet, newspaper, PowerPoint presentation, or other presentation of choice.
  • The students should be looking for the analysis of basics, events, and the victor of the battle.They should also analyze visuals and details about the war through primary source documents. Please give your students the following websites to help them navigate the web:
  • http://www.sonofthesouth.net/leefoundation/civil-war/1861/september/missouri-martial-law.htm
  • http://www.archives.gov/education/lessons/civil-war-docs/
  • Also, students should use the primary source documents from the Civil War binder presented at the Harry S. Truman Library.
  •  (Please see Civil War Battle Project, Civil War Battle Project Rubric, and Missouri Civil War Battles & Skirmishes below).

Power Point for this lesson plan: http://www.trumanlibrary.org/whistlestop/teacher_lessons/powerpoints/Weapons.ppt

Full explanation of the assessment method and/or scoring guide:
  • The students should accurately document date(s), location, casualties, and reasons for initiation of fighting. The material should be written as a diary entry.
  • The students should accurately and clearly explain in depth the major steps of battle. The material should be written as a diary entry.
  • The students clearly and thoroughly explain who won the battle and why. The material should be written as a diary entry
  • The students should clearly and thoroughly explain the overall impact the battle had on the war. The material should be written as a diary entry.
  • The students should include three battle pictures, map, and optional troop movement and or terrain maps with explanations of each one.
  • The students should have no grammatical or spelling errors and a list of sources included.
  • For bonus, the students should include two eyewitness accounts of battle with their own written summary.
  • For bonus, the students’ presentation is well prepared and students demonstrate a fine understanding of their topic with established eye contact during presentation.

 

Civil War Advantages and Disadvantages

 

Advantages & Strategies

North (Union)                                                                                   South (Confederacy)

 

 

 

 

Disadvantages

                        North (Union)                                                           South (Confederacy)

 

 

 

 

Name: ___________________________ US/World History I – Mr. Werner                                      Civil War Battle Project

 

Part One:  Select a specific Missouri Civil War battle and gather the following information.  You are then to create a poster, booklet, newspaper or PowerPoint presentation covering the following.  Write up each part (see rubric) as a diary entry (as if you were a witness to the battle).

 

Civil War Battle Project

Due Date:

Battle:

Location:

Date(s):

Union Leaders:

Confederate Leaders:

Union Troops (number):

Confederate Troops (number):

Union Casualties (wounded & killed):

Confederate Casualties (wounded & killed):

Which side initiated battle & why:

Major battle events (timeline?)

Which side “won” the battle & why?

What was the impact of the battle on the war?

       

 

Part Two:  Gather or create the following visuals:  Map of battle site, 3 pictures from battle, (Optional Maps:  Terrain & Troop Movement)

 

Part Three:  Extra Credit:  Find two eyewitness, or primary accounts of the battle and summarize them in your own words.

 

 

Civil War Battle Project Rubric (75 points)
Historical Content – Score:  ____ / 50

Basics

Superior (A-B)

Acceptable (C)

Needs Improvement (D-F)

Accurately documents date(s), location, casualties & reasons for initiation of fighting, written as diary entry

Makes note of date(s), location, casualties & reasons for initiation of fighting with one or two minor errors, written as diary entry

Several errors in documenting of date(s), location, casualties & reasons for initiation of fighting, needs to be written in own words

Events

Accurately and clearly explains in depth the major steps of battle, written as diary entry

Gives an overview of the major steps of the battle, written as diary entry

Overview of steps of battle is too brief; needs to be more accurate, needs to be written in own words

Victor

Clearly  & thoroughly explains who won the battle and why, written as diary entry

States which side won the battle and why, written as diary entry

Needs to clearly explain who won and why they were victorious, needs to be written in own words

Analysis

Clearly and thoroughly explains the overall impact the battle had on the war, written as diary entry

Explains the impact of the battle on the war, written as diary entry

Needs to go into a bit more depth in explanation of battle’s impact, needs to be written in own words

Pictures & Maps – Score: ____ / 15

 Visuals

Includes three battle pictures, map & optional troop movement and or terrain maps with explanations of EACH one

Includes three battle pictures, & map visuals with brief explanations of EACH one

Visual(s) or explanation(s) is missing

Grammar, Spelling & Bibliography – Score: _____/ 10

 Details

There are no grammatical or spelling errors, list of sources is included

There are 4 or fewer grammar or spelling errors, list of sources is included

There are 5 or more spelling or grammar errors; list of sources is missing

Eyewitness Accounts & Presentation (Extra Credit) – Score + _____

 Extras

Students include 2 eyewitness accounts of battle with their own written summary

Students have included an eyewitness account with their own summary

Students have an account or two but explanation is missing

Extras

Presentation is well prepared, students demonstrate a fine understanding of their topic; establish eye contact

Students present their battle to class; need to look at class a bit more

Students need to speak to class more; could be a bit better prepared

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Missouri Civil War Battles & Skirmishes (You many pick one that is not on this sheet. Obviously more than one group can choose the same topic.)

Battle/Event Name

Group One

Group Two

Camp Jackson Affair

(April 29, 1861)

 

 

 

 

Battle of Wilson’s Creek (August 10, 1861)

 

 

 

 

Battle of Lexington (September 20, 1861)

 

 

 

 

Battle of Kirksville (August 6, 1862)

 

 

 

 

General Order No. 11 (1863)

 

 

 

 

Quantrill’s Raiders (August 1863)

 

 

 

 

 

Price’s Raids (1861-1864)

 

 

 

 

Battle of Westport (October 23, 1864)

 

 

 

 

Special Projects (Need to discuss with me)

St. Louis Involvement

 

 

 

 

CSA Government and Gov. Jackson