| 1. KWL CHART/PRETEST/POST TEST |
| 2. ISSUES TEARING THE NATION APART. Place the following items in either the north or south on the U.S.A. DIVISIONS handout and create colored background flags: |
| 3. HOUSE DIVIDED FLAGS. You and a partner color the Union and Confederate flags. Place them front to back. Tear them horizontally, vertically, or diagonally. Glue a piece of the Union flag to the corresponding piece of the Confederate flag on sheet of copy paper. Write “A House Divided” and name across the flag. |
| 4. MISSOURI COMPROMISE. Create a thinking map of the Missouri Compromise of 1820. Use handout of cloud and raindrops to fill in information on page 561. Color. |
| 5. COMPROMISE OF 1850. Create a thinking map of the Compromise of 1850. Use handout of flower to fill in information on page 561. Color. |
| 6. KANSAS-NEBRASKA ACT OF 1854. Define the Kansas-Nebraska Act. Read about “Bleeding Kansas” on page 562. Above your definition create a political cartoon that depicts why it was called bleeding Kansas. Color. |
| 7. STEPS TO WAR. Review each event on Attachment A and arrange them in chronological order. To emphasize that these are “steps” to the Civil War, place the earliest on the bottom step and Beginning of Civil War on the top in a staircase fashion. Color. |
| 8. DYNAMITE TIMELINE. On “Dynamite Timeline” handout create a timeline of the causes of the Civil War. Use Attachment A to choose what you think are the five most significant causes of the war. Place the earliest cause at the tip of the fuse and four more causes along the fuse and stick in the correct chronological order. Timelines should include names of the events, dates of the events, short explanations of the events, and small illustrations depicting the events. Use color and be creative in your illustrations. |
| 9. MAP/A HOUSE DIVIDED: THE ELECTION OF 1860: Use the information in the chart to color the states on the map, showing which candidate won the electoral votes of each state. Complete the map key. Then answer the questions. |
| 10. THE UNION AND CONFEDERACY IN 1861/THE LINEUP. Using the map on page 582, color the Confederate states one color, the Union states another color, and the border states(include West Virginia) a third color. You do not have to color the territories. After coloring, label the capitols: Richmond, Virginia and Washington, D.C. Follow directions. |
| 11. ANACONDA PLAN. Illustrate the Anaconda Plan (the Union strategy to win the war). You must include a snake, it must be labeled “The Anaconda Plan” and it must include the 4 parts of the plan (1. capture Richmond 2. blockade the southern ports 3. control the Mississippi river 4. control the Tennessee river valley). The drawing must be colored. See page 584. |
| 12. NORTH/SOUTH COMPARISON CHART. Using the information on the handout, create a chart on a piece of notebook paper showing 3 advantages that the North had going into the war and 3 advantages that the South had. Below the chart, write a paragraph (5 sentences) describing which side you think should have won the war, based on the information in your chart. |
| 13. CIVIL WAR BIOGRAPHIES. Use information from your textbook, the internet, or other resources to complete the chart. |
| 14. AFRICAN AMERICANS FIGHT FOR FREEDOM. Using the information on your sheet, write a newspaper article about African Americans during the Civil War. You should use at least four facts from your sheet. Write a rough draft on your sheet. Write the final copy on a separate piece of paper. The final copy should look like the front page of a newspaper and should include the name of the newspaper, the date, the article, a headline, and a picture with a caption. |
| 15. DEATHS BY AMPUTATIONS GRAPH. Complete the chart by figuring the rest of the percentages on your sheet. Use the results to create a bar graph showing the percentages of deaths for each amputated body part. Color the graph and label it “Deaths by Amputations”. |
| 16. CIVIL WAR BATTLES CHART. Use information from your textbook, the internet, or other resources to complete the chart. |
| 17. THE CIVIL WAR BATTLES 1861-1865. Study the maps and use the information to answer the questions 1-14. |
| 18. CAUSE AND EFFECT BUBBLE MAPS. Create two bubble maps on the effects of the Civil War on the following groups: Soldiers and Women and African-Americans. Use the information below. |
| 19. A CIVIL WAR SENSORY FIGURE. Create a “sensory figure” related to the Civil War, using what you have learned. Students may choose to draw the figure from the perspective of their choice (e.g., an African American soldier, a woman left at home on the plantation, a slave, or a Confederate or Union soldier). 2. Have each student annotate his/her figure, using the five senses (hearing, taste, touch, smell, and sight). Students may want also to include feeling (emotion). For example, a student may choose to draw a Union soldier who is |
| 20. LINCOLN’S ASSASSINATION/RECONSTRUCTION. Answer the questions on Lincoln’s assassination and compose your poem. Answer the questions on Reconstruction in at least 8-10 well-written sentences. |
