6.+Teaching+Unit

**Teaching Unit Plan** **Written By** **Christopher Haub** **Fall 2010** **Table of Contents** Introduction Page 3 Curriculum Standards Page 4 Curriculum Grid Page 5 Grading Rationale Page 6-8 Grade Tracker Page 9 Lesson Plan 1 – Differences Between the North and the South Page 10-11 Lesson Plan 2 – Gettysburg Address Page 12-13 Lesson Plan 3 – Black Soldiers in the Civil War Page 14-16 Lesson Plan 4 – The Effects of Civil War Page 17-18 Lesson Plan 5 – Civil War Timeline Page 19-20 Appendices Appendix 1-1 1840s Population Map in Trade Page 21 Appendix 1-2 Diagram of Plantation Page 22 Appendix 1-3 Merrimack Power Looms Page 23 Appendix 1-4 Protest Songs Page 24 Appendix 1-5 Women Spinners Page 25 Appendix 1-6 Weaving Page 26 Appendix 1-7 Plantation Page 27 Appendix 1-8 Plantation II Page 28 Appendix 1-9 North and South Differences Page 29 Appendix 1-10 North and South Differences II Page 30 Appendix 2-1 The Great Task Video Page 31 Appendix 2-2 Gettysburg Address Page 32 Appendix 3-1 African Recruits Page 33 Appendix 3-2 Black Soldiers Page 34 Appendix 3-3 Black Soldiers and White Women Page 35 Appendix 3-4 Volunteer Enlistment Page 36 Appendix 3-5 Movie Glory Page 37 Appendix 3-6 Timeline of Blacks in Civil War Page 38 Appendix 3-7 Frederick Douglass Page 39 Appendix 3-8 War Poster Page 40 Appendix 3-9 War Poster Questions Page 41 Appendix 4-1 Effects of The Civil War Page 42 Appendix 4-2 People of The Civil War Page 43 Appendix 5-1 Timeline Worksheet Page 44 Appendix 5-2 Civil War Timeline Page 45 Appendix 6-1 Final Assessment Page 46 References Page 47-52 **Introduction**
 * American Civil War**

The teaching unit will cover eighth grade content standards and is a five-day lesson plan for the topic of the American Civil War. This unit will provide an overview of a period of American History that will be remembered for many reasons. A most striking fact is that more Americans lost their lives in this American Civil War than all foreign wars combined that Americans fought in. Students will through readings -SSR (silent and aloud); written SSW (time lines/ letters); oral interpretation of specific events i.e. Gettysburg Address, and watching outtakes of the movie Glory have a broad view of this period. It is the intent that the students will be able to begin to understand the relevance of this four-year period as to it pertains to the America of today. In this unit we will discuss the reasons behind the start of this war (economic/social/cultural), the changes this war made on the development of this country, the effects on the lives of Americans in the different geographical areas of the United States, as well as the effects of slavery (Frederick Douglas) on the Afro-American of today. The events of this four-year civil war have had a profound effect on the path of the history of this country. By assessment tools such as writings, timelines, oral and written quizzes the students will be able to interpret some of the causes and results of the American Civil War. **Curriculum Standards**  **8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.**  2. Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists.  4. Discuss Abraham Lincoln’s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his “House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).  5. Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.  7. Explain how the war affected combatants, civilians, the physical environment, and future warfare. **Curriculum Grid**   ||   ||   || ||  ||  ||
 *  **Content Standards** ||  **Lesson 1**  ||  **Lesson 2**  ||  **Lesson 3**  ||  **Lesson 4**  ||  **Lesson 5**  ||
 * 8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
 * 8.10.2. Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists.

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<span style="mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 117.25pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> ====== || <span style="mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 117.25pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> || <span style="mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 117.25pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;"> ||  ||   ||   || ||   ||   ||
 * <span style="mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 117.25pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">8.10.4. Discuss Abraham Lincoln’s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his “House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865). ||   || <span style="mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 117.25pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">[[image:file://localhost/Users/christopherhaub/Library/Caches/TemporaryItems/msoclip1/01/clip_image012.png width="40" height="45"]] || <span style="mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 117.25pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;">
 * <span style="mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 117.25pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">8.10.5. Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.

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<span style="mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 117.25pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> ====== ||   ||   || <span style="mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 117.25pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> || <span style="mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 117.25pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;"> ||  ||
 * <span style="mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 117.25pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">8.10.7 Explain how the war affected combatants, civilians, the physical environment, and future warfare.

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<span style="mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 117.25pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">  ====== ||   ||   ||   || <span style="mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 117.25pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> ||  ||   **Grand Rationale** **Class Participation and Homework** There will be small group and individual presentations on the content of U.S. history. To get an high grade in class you must participate and turn in homework, students must be an active participants in class meaning raising hands, expressing their opinions, working well with other students, asking questions, and putting in effort. Being prepared to give your presentations is always leads to a passing grade. Homework will be assigned each day from the textbook and other resources, and must be turned on time. Each day after the due date, your grade will be drop one letter grade. **Attendance Policy** The school is mandated that we must take attendance each day. The student cannot miss more than one day of class per semester. If the student is absent more than one day, the student will make up the work going after school or before school starts. If the student is going to be absent than the student must inform the teacher, so that the teacher can work with the student on make up work. **Lateness/Tardiness (after attendance is taken) or leaving early** Lateness/Tardiness is unacceptable, and is disruptive and distracting for all students in class. Lateness/Tardiness will lower the student’s participation grade by one letter grade that day. For leaving early the student’s participation grade will be lowered by one letter grade that day. The teacher and student must have clear communication if lateness or leaving early occurs, so the teacher can work with the student on make up work. **Classroom Policies** Students must be courtesy and respect their peers; disruptive behavior will result in asking the student to leave class to go to the office. Students must turn off cell phones or pagers, and no Face book, Twitter, or any other social network on your computers. **Plagiarism (Sanctions for Cheating and/or Plagiarism)** First offense: The student receives a failing grade for the assignment/test/paper. Second offense: The student receives a failing grade for the assignment/test/paper. The teacher notifies the student’s advisor and parent. Third offense: The students is expelled or suspended from the school. **Tests/Quizzes** Quizzes will be given every two weeks on two chapters in the textbook. The quizzes will have 20 multi-choices questions; each question is worth one point. Tests will be given every three weeks on three chapters in the textbook. The test will have 50 true and false questions and 50 multi-choice questions each question is work one point. **Research Paper** Due at the end of the semester, a 5-7 page research paper will reference paper. Each paper must be typed, double-spaced, and time news roman font. The research paper’s topic will be decided by the student, but must relate to United States History. I will further elaborate about what I except at the end of the semester for the research paper. **Grader-Tracker** First 9 Weeks of the Fall Semester
 * __Weekly Participation/Homework:__**

//Abraham Lincoln// || ||
 * || //A house divided against itself cannot stand//
 * __Week 1.__** Score ___/20 points
 * __Week 2.__** Score ___/20 points
 * __Week 3.__** Score ___/20 points
 * __Week 4.__** Score ___/20 points
 * __Week 5.__** Score ___/20 points
 * __Week 6.__** Score ___/20 points
 * __Week 7.__** Score ___/20 points
 * __Week 8.__** Score ___/20 points
 * __Week 9.__** Score ___/20 points
 * __Quizzes:__**

|| ||
 * __Week 2.__** Score ___/20 points **Participation/Homework…. 180**
 * __Week 4.__** Score ___/20 points **Quizzes………………........... 60**
 * __Week 6.__** Score ___/20 points **Research Paper……………. 160**
 * Tests……………………....... 300**
 * __Research Paper:__**
 * Total Possible……………… 600**
 * || Your total points at any one time-Divided by the total points possible at the time: Equals your % grade at that time
 * __Week 8.__** Score ___160 points


 * __Tests:__**

Civil War General’s Desk **LESSON 1: Differences Between the North and the South**
 * __Week 3.__** Score ___100 points
 * __Week 6.__** Score ___100 points
 * __Week 9.__** Score ___100 points
 * Teacher** : Christopher Haub


 * Subject Area** : Social Studies


 * Grade Level** : 8th Grade


 * Unit Title** : Civil War Teaching Unit


 * Lesson Title** : Differences Between the North and the South


 * Overview** : Students will learn the differences of Americans living in the North and those living in the South before the Civil War. Students will also get an understanding of the issues facing these two sides.


 * Connection to the Curriculum** : The connection to other interdisciplinary subject areas would be Language Arts as it relates to this lesson in the aspect that students are reading as they make inferences about the information being presented, paraphrase content and identify important details, and support the facts with their own opinions. Students will also complete worksheets by answering specific questions related to the concepts being taught.

Standard 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists.
 * Connection to the Standards** :


 * Time** : 1 hour

Map of the Resources of the North and South before 1860, butcher paper, North and South difference chart worksheet and put on transparency.
 * Materials/Equipment Required:**


 * Objective** s: Students be the end of the lesson will be able to fill out a chart that states the differences between life in the North and the South before the Civil War.

<span style="margin-bottom: .25in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">**__Development__** : Then I will talk to students about the North and how it was involved in manufacturing and had many skilled workers, where the South was not involved in manufacturing. In the South most of the people were farmers, and money came from plantation crops like cotton, sugar cane, and tobacco. Slaves did most of the work on these plantations. During the war the North had advantages based on the fact that they had better equipment and supplies to fight the war. Where the South had the advantage that the war was mostly fought in Southern territory so soldiers didn’t have to travel far. <span style="margin-bottom: .25in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">**__Closing__** : Hand out a chart with North and South differences chart (Economic Differences, Cultural Differences, and Constitutional Differences). Have students fill in the worksheet as the discussion goes along and I will follow along on a transparency sheet.
 * Suggested Procedure** :
 * __Opening__** : Students will be given a map of the Resources of the North and South before 1860. This will then lead into a discussion of the differences between the North and the South such as: Where were the most textile factories located? Which states produced the most cotton? How did the North and South depend on each other? After that I will access prior knowledge by asking students what do they know about what caused the Civil War. Students will discuss in small groups. Then I will ask them to share out and I will write on butcher paper their ideas.
 * Student Assessment** : Students will be able to demonstrate their understanding of the material through their participation in the class discussions and through filling out their worksheet.

Adaptations for Diverse Learners: Some adaptations for this lesson is having visual cues such as the map of the Resources of the North and South before 1860 and the graphic organizer of the chart with the North and South differences. There is also an opportunity for students to access prior knowledge through think-pair-share in small groups. The lesson incorporates opportunities for students to process information both visually and auditory.


 * Extending the Lesson** : Activities that will be beneficial for students following this lesson would be to discuss in more detail the role that this played in the Civil War and how the war affected lives of people in the North and the South after the war.

General Resources for the Civil War: [|www.teacheroz.com/civilwar.htm] [] [|www.civil-war.net] [] [|www.sonofthesouth.net]
 * Additional Resources** :

**LESSON 2: Gettysburg Address**
 * Teacher** : Christopher Haub


 * Subject Area** : Social Studies


 * Grade Level** : 8th Grade


 * Unit Title** : Civil War Teaching Unit


 * Lesson Title** : Gettysburg Address


 * Overview** : Students will learn the context of the Lincoln’s Gettysburg Address, and the role that it played as it pertains to its place and time in history.


 * Connection to the Curriculum** : The connection to other interdisciplinary subject areas would be Language Arts as it relates to this lesson in the aspect that students are reading as they make inferences about the information being presented, paraphrase content and identify important details, and support the facts with their own opinions. Students will also complete worksheets by answering specific questions related to the concepts being taught. Students will also write and publish a speech in their own words.

Standard 8.10.4: Discuss Abraham Lincoln’s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his “House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).
 * Connection to the Standards** :


 * Time** : 1 hour

The Great Task: Lincoln’s Gettysburg Address (Video), The Gettysburg Address in written form, piece of paper, pencil.
 * Materials/Equipment Required:**


 * Objective** s: Students be the end of the lesson will be able to recite parts of the Gettysburg Address and present and overall summary of the document. Students will also be able to tell why the document is still relevant today by writing their own version of the Gettysburg Address.


 * Suggested Procedure** :
 * __Opening__** : The lesson will begin by discussing who Abraham Lincoln was during the Civil War and why he gave the Gettysburg Address. After that watch the video of the Gettysburg Address, which will allow students to hear the actually address. After students have watched the video I will lead them in a discussion about what they had just heard. Prompting them with questions such as: Have you heard this before? Why do you think this speech was given and for what purpose? Which parts affected you and your life today?
 * __Development__** : After the discussion regarding the video I will then hand out a hard copy of the Gettysburg Address. As we read it as a class students will highlight key important words or phrases that they feel are important. Have a few students share out what they highlighted and why. Students will also tell me what was the overall purpose of this document and how it pertained to the Civil War. Then I will give students a piece of paper where they will write their own Gettysburg Address in which they will incorporate words within the speech as well as come up with their own words and phrases.
 * __Closing__** : Students will present their speeches to the class at another time, as they will be revising them throughout the unit. However, before students leave we will discuss the address as it pertains to today.


 * Student Assessment** : Students will be assessed of their understanding of the material by making their own Gettysburg Addresses and presenting them to the class. Students will also demonstrate their understanding through reciting parts of the original Gettysburg Address.

Adaptations for Diverse Learners: Some adaptations for this lesson is having visual cues such as watching a video of the Gettysburg Address as well as looking at the Address in written form. The lesson incorporates opportunities for students to process information both visually and auditory. Students will also be able to process their knowledge of the information to complete their own Gettysburg Address.


 * Extending the Lesson** : Activities that will be beneficial for students following this lesson would be to discuss in more detail the role that Abraham Lincoln had with regards to the Civil War and his actual presidency. Other activities might include looking further at more of his speeches and writings during this time period.

General Resources for the Civil War: [|www.teacheroz.com/civilwar.htm] [] [|www.civil-war.net] [] [|www.sonofthesouth.net] General Resources for the Gettysburg Address: [|www.americancivilwar.com/north/lincoln.html] Lincoln’s Gettysburg Address youtube
 * Additional Resources** :

**LESSON 3:** **Black Soldiers in the Civil War**
 * Teacher** : Christopher Haub


 * Subject Area** : Social Studies


 * Grade Level** : 8th Grade


 * Unit Title** : Civil War Teaching Unit


 * Lesson Title** : Black Soldiers in the Civil War


 * Overview** : Students will get an overview or timeline of the dates and events that effected black soldiers. Students will also get an idea of the role that African Americans soldiers played in the Civil War.


 * Connection to the Curriculum** : The connection to other interdisciplinary subject areas would be Language Arts as it relates to this lesson in the aspect that students are reading as they make inferences about the information being presented, paraphrase content and identify important details, and support the facts with their own opinions. Students will also complete worksheets by answering specific questions related to the concepts being taught. Students will also write and publish a letter in their own words.

Standard 8.10.5: Study the lives of leaders and soldiers on both sides of the war, including those of black soldiers and regiments.
 * Connection to the Standards** :


 * Time** : 1 hour

Paper, pencils, Recruitment Poster, Timeline with events and dates that relate to Black Soldiers, Quote from Frederick Douglas, and Questions sheet related to Recruitment Poster.
 * Materials/Equipment Required:**


 * Objective** s: Students will be given dates and events that they will be able to use to create a timeline in a future lesson. Students will by the end of the lesson will have an understanding of importance the recruitment process of black soldiers and why it was so significant to the army during the Civil War.

<span style="margin-bottom: 16.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">**__Development__** : After the discussion have a timeline on the board, which lists the events and dates that were relevant specifically to the Black Soldiers. After reading the dates asks students to determine why these events were so relevant to the Civil War and what did it mean for black men during these years. Tell students that after the Emancipation Proclamation there were posters posted throughout the North calling for “Men of Color” to enlist in the army. Show students a recruiting poster during the Civil War. Group students and have them have a discussion about what they see in the poster. Give them a list of guiding questions such as: Who do you think is the intended audience for the poster? What does the Government hope the audience will do? What references to pay do you find in this document? What references to treatment of prisoners of war do you find in this document? What purpose(s) of the Government is/are served by this poster? How does this poster differ from recruiting posters today? <span style="margin-bottom: 16.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">**__Closing__** : At the end of the lesson give a chance for each group to answer a question related to the poster. Then leave it open for others to also give their opinions on the specific questions. For a homework assignment students are to write a letter in the role of a black man to a recruiter as to why is enlisting in the army and what he can expect by enlisting.
 * Suggested Procedure** :
 * __Opening__** : To start the lesson I will discuss that on January 1, 1863 Abraham Lincoln signed the Emancipation Proclamation, which declared that all slaves in parts of the country that were controlled by the Confederacy were now free. It was also in this Proclamation that Lincoln welcomed slaves to serve in the Union army and navy. However, before this Black troops were already fighting in support positions early on in the war. I will then read a quote by Frederick Douglas, “Once let the black man get upon his person the brass letter US, let him get an eagle on his button and a musket on his shoulder and bullets in his pockets and there is no power on earth which can deny that he has earned the right to citizenship in the United States.” Have a discussion about why Lincoln’s call for regular troops was so significant. Then discuss what Frederick Douglas meant by his statement as a class.
 * Student Assessment** : Students will be able to demonstrate their understanding of the material through their participation in the different discussions throughout the lesson. They will also be assessed on their ability to answer the questions related to the recruitment poster, and through their homework assignment.

Adaptations for Diverse Learners: The lesson incorporates opportunities for students to process information both visually and auditory. Students will also be able to process the information through teacher-directed information, but also visual information through the timeline and the recruitment poster. Students will also have the opportunity to discuss the information being taught in cooperative learning groups with the support of guiding questions.


 * Extending the Lesson** : Activities that will be beneficial for students following this lesson would be to discuss further the similarities and differences between the US Colored Troops and the other US forces. Also looking more closely at the specific roles that the Black Soldiers played in the Civil War and what this meant for the Civil Rights Movement after the war.

Show 10 minute video of Glory on youtube: [] [] General Resources for the Civil War: [|www.teacheroz.com/civilwar.htm] [] [|www.civil-war.net] [] [|www.sonofthesouth.net] General Resources for Black Soldiers in the Civil War: [|www.archives.gov/education/lessons/black-civilwar/] [|www.americancivilwar.com/colored/colored-troops.html]
 * Additional Resources** :

**LESSON 4:** **The Effects of the War**


 * Teacher** : Christopher Haub


 * Subject Area** : Social Studies


 * Grade Level** : 8th Grade


 * Unit Title** : Civil War Teaching Unit


 * Lesson Title** : The Effects of the War


 * Overview** : Students will get a glimpse into how many lives were lost during the Civil War and the effects that the war had on the lives of people after the war.

**Connection to the Standards**: Standard 8.10.0: Students analyze the multiple causes, key events, and complex consequences of the Civil War. Standard 8.10.7: Explain how the war affected combatants, civilians, the physical environment, and future warfare.
 * Connection to the Curriculum** : The connection to other interdisciplinary subject areas would be Language Arts as it relates to this lesson in the aspect that students are reading as they make inferences about the information being presented, paraphrase content and identify important details, and support the facts with their own opinions. Students will also complete worksheets by answering specific questions related to the concepts being taught. Students will also write and publish a letter in their own words.


 * Time** : 1 hour

Statistics of the Civil War on an overhead, paper, and pencils.
 * Materials/Equipment Required:**


 * Objective** s: Students be the end of the lesson will be able to site some statistics of the Civil War and the effects that the war had on everyone involved.


 * Suggested Procedure** :
 * __Opening__** : Give students some statistics about the Civil War on an overhead. Read the statistics: When the war was over 620,000 men had been killed and at least as many had been wounded. The North lost 364,000 soldiers and more than 37,000 black soldiers lost their lives fighting for freedom. Then talk about how the conditions of the war were so bad that more men died not on the battlefield, but because of disease and sickness. In the South there was more physical devastation because the fighting mostly took place there, as farms, livestock, crops, and homes were confiscated or burned. After the war, over 4 million slaves were freed, however, with this came hunger and homelessness.
 * __Development__** : After providing the students with this information have the students discuss what they just heard and read. Some guiding questions might be: What statistic did you find most surprising or didn’t? Why do you think the war lasted as long as it did? After having the discussion give the students their assignment.
 * __Closing__** : Students will be assigned a role of someone who participated during the war. They will then have to write a letter to a relative (a classmate) explaining the effects of the war and how they were feeling during the war.


 * Student Assessment** : Students will demonstrate their understanding of the effects of the war by writing letters to each other taking on the role of someone during the war.

Adaptations for Diverse Learners: The lesson incorporates opportunities for students to process information both visually and auditory. Students will also be able to process the information through teacher-directed information, but also visual information through the statistics Civil War overhead. Students will also have the opportunity to discuss the information being taught in cooperative learning groups with the support of guiding questions.


 * Extending the Lesson** : Activities that will be beneficial for students following this lesson would be to have at another time their classmate respond to the letter, keeping their role in the war. Another lesson might include a further discussion of the devastation that both side’s faced as well as how freed slaves dealt with their freedom.

// [] // General Resources for the Civil War: [|www.teacheroz.com/civilwar.htm] [] [|www.civil-war.net] [] [|www.sonofthesouth.net]
 * Additional Resources** :
 * Lesson Plans & Activities Civil War**

**LESSON 5:** **Civil War Timeline**
 * Teacher** : Christopher Haub


 * Subject Area** : Social Studies


 * Grade Level** : 8th Grade


 * Unit Title** : Civil War Teaching Unit


 * Lesson Title** : Civil War Timeline


 * Overview** : Students will develop a timeline of various events that occurred during the Civil War using online sources and well as information taught throughout the course of the unit.


 * Connection to the Curriculum** : The connection to other interdisciplinary subject areas would be Language Arts as it relates to this lesson in the aspect that students are reading as they make inferences about the information being presented, paraphrase content and identify important details, and support the facts with their own opinions. Students will also complete a timeline in which they will do a presentation.

Standard 8.10.0: Students analyze the multiple causes, key events, and complex consequences of the Civil War.
 * Connection to the Standards** :


 * Time** : 1 hour


 * Materials/Equipment Required** : computers with Internet access, previously taught lesson notes, piece of paper with a blank timeline, and pencils.


 * Objectives** : Students be the end of the lesson will be able to sequence in chronological order events in the Civil War. Students will also be able to give a presentation based on their timelines.


 * Suggested Procedure** :
 * __Opening__** : The lesson will begin by having a discussion about what is a timeline and then how we can make a timeline that relates to the Civil War. This will then lead into talking about some of the other previously taught lessons regarding specific dates and events that made an impact during the Civil War. Some of which are, when the Civil War started and when it ended, specific battles, important people, etc.
 * __Development__** : After our discussion students will then be divided into small groups. Students will first use the computers to find out other important dates that weren’t discussed during previous lessons. Once they have found other useful information they will then discuss as a group which ones to put on their timeline and why. Then the students will take the blank timeline sheet and start adding the dates, events, and other information in chronological order. Once the timeline is completed the groups have to come up with which student is doing what with regards to their presentation to the class. When all groups are prepared to present then each group will present their timelines to the class.
 * __Closing__** : To make sure that students understand the concepts we will discuss which dates or events were the most influential in our countries history or specifically to the Civil War.


 * Student Assessment** : Students will be assessed of their understanding of the material by their group timelines and presenting their timelines to the class.

Adaptations for Diverse Learners: The lesson incorporates opportunities for students to process information both visually and auditory. Students will also be able to process the information through teacher-directed information, but also visual information through the posters and information already taught in previous lessons, as well as the use of the computer to access further information. Students will also have the opportunity to discuss the information being taught in cooperative learning groups and then complete their own group timeline.


 * Extending the Lesson** : Activities that will be beneficial for students following this lesson would be to take those specific events and dates that they found on the Internet and discuss them further in detail.

[|The History Place Presents a Nation Divided: The U.S. Civil War 1861-1865] [|Time Line of the Civil War, 1861] [|The American Civil War Homepage] [|CWSAC Battle Summaries] [|This Week in the Civil War] General Resources for the Civil War: [|www.teacheroz.com/civilwar.htm] [] [|www.civil-war.net] [] [|www.sonofthesouth.net]
 * Additional Resources** :

**Appendix 1-1** **Appendix 1-2** **Appendix 1-3** **Appendix 1-4** <span style="margin-bottom: 28.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> <span style="margin-bottom: 28.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> **Factory (North):** <span style="margin-bottom: 28.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> **1836 Song Lyrics Sung by Protesting Workers at Lowell** Oh! isn't it a pity, such a pretty girl as I   Should be sent to the factory to pine away and die? Oh! I cannot be a slave, I will not be a slave, For I'm so fond of liberty, That I cannot be a slave. **Plantation (South):** **Go Down Moses (traditional spiritual):** When Israel was in Egypt's Land: Let my people go. Oppress'd so hard they could not stand, Let my people go   Refrain: Go down Moses 'way down in Egypt's land Tell ol' Pharaoh, Let my peoples go. Thus saith the Lord, bold Moses said: Let my people go. If not I'll smite your firstborn dead, Let my people go.: O let us all from bondage flee; Let my people go. And let us all in Christ be free! Let my people go. **Appendix 1-5** **Appendix 1-6** **Appendix 1-7** **Appendix 1-8** **Appendix 1-9** Student Worksheet: Differences Between the North and the South **Appendix 1-10** **North** **Economic Differences: Factories, favored taxes that protected them from foreign competition. Money not plentiful, but developing.** **Cultural Differences: Freedom for slaves, urban society, people held jobs.** **Constitutional Differences: Strong central government, wanted the nation to stay together.** **South** **Economic Differences:** **Large plantations, opposed taxes that would raise prices and hurt sales to New England states, prospered from farming tobacco & cotton.** **Cultural Differences: Depended on slavery,** **lived in small villages and on farms.** **Constitutional Differences: State's rights important (secession)** **Appendix 2-1** **http://www.civilwar.org/education/teachers/lesson-plans/gettysburg-address-lesson-plan/great-task-start-image.jpg** **Appendix 2-2** **Appendix 3-1** **Appendix 3-2** **Appendix 3-3** **Appendix 3-4** **Appendix 3-5** **Appendix 3-6** **Timeline Of Black Troops in Civil War** Lincoln signs the Confiscation Act on August 6, making it legal to confiscate property—including slaves-"used for Insurrectionary Purposes." On September 25, Secretary of the Navy Gideon Welles authorizes the enlistment of blacks in the navy. || In the late spring and summer, several Union commanders begin organizing black units on their own. However, after the government finds out about their efforts, it orders them to disband the troops. In mid-July, Congress passes the Militia Act of 1862, which permits Lincoln to authorize the enlistment of black men "for the purpose of constructing entrenchments, or performing camp service, or any other labor, or any military or naval service for which they may be found competent." Lincoln signs the act on July 17, but chooses not to employ it out of concern that letting blacks join the army would alienate the crucial Border States, which permit slavery but have decided to remain part of the Union. Also on July 17, Lincoln signs the Second Confiscation Act, which allows the president to "employ as many persons of African descent as he may deem necessary and proper for the suppression of this rebellion" and to "organize and use them in such manner as he may judge best." On August 25, Secretary of War Edwin Stanton for the first time officially sanctions the raising of black troops when he grants a request by General Rufus Saxton, the military governor of South Carolina, to raise black troops to help defend against Confederate raids. On September 22, Lincoln issues a preliminary Emancipation Proclamation that would free the slaves in rebel states. || On February 2, the House passes a bill authorizing the president to raise as many black troops as he finds necessary. However, the Senate Committee on Military Affairs recommends that the Senate not pass the bill because Lincoln had already been granted the authority to raise black troops under the Militia Act of 1862. Lincoln establishes a national draft on March 3, requiring the enlistment of "all able-bodied male citizens of the United States." On May 22, the Bureau of Colored Troops is established. All black troops serve under the banner of U.S. Colored Troops (USCT), except for a few state regiments previously authorized. In June, Stanton announces that black soldiers will be paid $10 a month, $3 of which could go toward clothing; white soldiers are paid $13 a month plus their uniforms, or an additional $3.50 to purchase them. Stanton bases his decision on the Militia Act, which states that "persons of African descent...shall receive ten dollars per month and one ration, three dollars of which monthly pay may be in clothing." || Confederate General Robert E. Lee agrees to accept black soldiers into his forces, and a draft is scheduled to go into effect on April 3. However, the war effectively ends the following week, when Lee surrenders at the Appomattox Courthouse in Virginia on April 9. ||  **Appendix 3-7** <span style="margin-bottom: 24.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> //Once let the black man get upon his person the brass letter, U.S., let him get an eagle on his button, and a musket on his shoulder and bullets in his pocket, there is no power on earth that can deny that he has earned the right to citizenship//. —Frederick Douglass **Appendix 3-8** **Appendix 3-9** <span style="margin-bottom: 24.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> <span style="margin-bottom: 24.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: center; text-autospace: none;"> __Analyzing the Document__ <span style="margin-bottom: 24.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> 1. Read the poster and answer the following questions: <span style="margin-bottom: 24.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> a. Who do you think is the intended audience for the poster? <span style="margin-bottom: 24.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> b. What does the Government hope the audience will do? <span style="margin-bottom: 24.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> c. What references to pay do you find in this document? <span style="margin-bottom: 24.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> d. What purpose(s) of the Government is/are served by this poster? e. How does this poster differ from recruiting posters today? **Appendix 4-1** **EFFECTS of the CIVIL WAR** **//(By Justin Clowers, Shaun DeGracia, Patrick McMillin, & Kimberly Munoz)//** **The American Civil War lasted four years. Measured in physical devastation and human lives, it was the costliest war the American people have experienced. When the war was over 620,000 men had been killed and at least that many more had been wounded in a nation of about 35 million. The north lost a total of about 364,000 soldiers (nearly one of every four soldiers). Also more than 37,000 black soldiers lost their lives fighting for freedom during the American Civil War. The conditions of the war were so bad more men died of disease and sickness than on the battlefield.** **After the war, over 4 million slaves were freed. They didn't know what the future had in store for them. With freedom came hunger and homelessness.** **Appendix 4-2** **Appendix 5-1** **Timeline Worksheet** **Appendix 5-2** **Appendix 6-1** **FINAL ASSESSMENT** **This is an unofficial assessment of the unit teaching of the Civil War. The final assessment is a Civil War Unit Test. Test will be True and False, Multiply Choice, Fill-In, and Matching.**
 * || <span style="margin-bottom: 19.0pt; mso-element-anchor-horizontal: page; mso-element-frame-hspace: 9.35pt; mso-element-top: 54.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-pagination: none; text-align: center; text-autospace: none;"> **North**    || <span style="margin-bottom: 19.0pt; mso-element-anchor-horizontal: page; mso-element-frame-hspace: 9.35pt; mso-element-top: 54.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-pagination: none; text-align: center; text-autospace: none;">  **South**    ||
 * <span style="margin-bottom: 19.0pt; mso-element-anchor-horizontal: page; mso-element-frame-hspace: 9.35pt; mso-element-top: 54.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-pagination: none; text-align: center; text-autospace: none;"> **Economic  Differences**    ||   ||   ||
 * <span style="margin-bottom: 19.0pt; mso-element-anchor-horizontal: page; mso-element-frame-hspace: 9.35pt; mso-element-top: 54.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-pagination: none; text-align: center; text-autospace: none;"> **Cultural Differences**    ||   ||   ||
 * <span style="margin-bottom: 19.0pt; mso-element-anchor-horizontal: page; mso-element-frame-hspace: 9.35pt; mso-element-top: 54.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-pagination: none; text-align: center; text-autospace: none;"> **Constitution Differences**    ||   ||   ||
 * <span style="margin-bottom: 19.0pt; mso-element-anchor-horizontal: page; mso-element-frame-hspace: 9.35pt; mso-element-top: 54.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-pagination: none; text-align: center; text-autospace: none;"> **Constitution Differences**    ||   ||   ||
 * <span style="margin-bottom: 19.0pt; mso-element-anchor-horizontal: page; mso-element-frame-hspace: 9.35pt; mso-element-top: 54.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-pagination: none; text-align: center; text-autospace: none;"> **Constitution Differences**    ||   ||   ||
 * **Year**  ||      ||
 * **1792** ||  The Militia Act of 1792 limits service in the militia to "free able-bodied white male citizen[s]."  ||
 * **1860** ||  Abraham Lincoln (R) is elected president in November. The following month, South Carolina secedes from the Union and is soon followed by 10 other Southern states, which create the Confederate States of America.  ||
 * **1861** ||  The Civil War begins after Confederate troops fire on Fort Sumter, a federal fort in South Carolina, on April 12. Lincoln calls for 75,000 volunteers for the Union army; black men are told that they cannot enlist in the army.
 * **1862** ||  The Union Army faces several setbacks in the first half of the year, prompting many people to reconsider the army's ban on black soldiers. Blacks are increasingly portrayed as an underutilized resource.
 * **1863** ||  The Emancipation Proclamation goes into effect on January 1. It contains an additional provision providing that the freed slaves "will be received into the armed service of the United States to garrison forts, positions, stations, and other places and to man vessels of all sorts in said service."
 * **1864** ||  On June 15, Congress approves a law assuring equal pay for all soldiers, black and white. However, only those black soldiers who had been free at the start of the war will receive full retroactive pay for the time of their enlistment; those who were enslaved when the war started will receive retroactive pay only going back to January 1, 1864. It is widely assumed that gaining their freedom is sufficient compensation.  ||
 * **1865** ||  On March 3, Congress approves equal back pay for all black soldiers, regardless of whether they had been free or enslaved at the start of the war.
 * **1866** ||  In recognition of the service of black troops, Congress passes the Army Reorganization Act. The act establishes six black Regular Army Units, making black units a permanent part of the military.  ||

1) T F The Emancipation Proclamation was intended to declare the freedom of all slaves. 2) T F Robert E. Lee led his troops down through Ohio to fight the Confederacy. 3) T F Harriet Tubman was an escaped slave who helped those on the Underground Railroad. 4) T F The only reason that the Civil War was fought was to free the slaves. 5) Which one of the following people firmly believed and practiced the concept of "total war"? a) Abraham Lincoln b) Ulysses S. Grant c) William Sherman d) Robert E. Lee 6) Where was the first Battle of Bull Run fought? a) Manassas, Virginia b) Washington, D.C. c) Richmond, Virginia d) Atlanta, Georgia 7) Which of the following states had seceded from the United States before the other states of the Confederacy? a) Georgia b) North Carolina c) Florida d) Texas 8) What battle was the official start of the Civil War? a) Battle of Bull Run b) Antietam c) Fort Sumter d) Battle of Fredericksburg 9) General _____________led the troops for the Union side. 10) Clara Barton worked to help the injured during the Civil War and eventually went on to found the ______________. 11) Abraham Lincoln was assassinated on April 14, 1865 at _____________. 12) General Sherman made a very famous trip through Confederate territory known as Sherman's _______________. **REFERENCES** **Cover Page Image: 2010 Civil War Symposium** **__ [|www.kennesaw.edu/civilwarera] __** **Curriculum Standards Page: California Department of Education** **__ [] __** **Curriculum Grid: Civil War Drum Image** **__ [] __** **Grading Rationale Page** **__dmussatti@sierranevada.edu__** **Grading Rationale Page** **Image: Civil War General’s Desk** **__http://www.keystoneguards.org/images/Gen%20Field%20Desk.JPG__** **Lesson 1: Differences Between the North and the South. Appendixes 1-1-1-8.** Factory vs. Plantation in the North and South Life in the North and South 1847-1861: Before Brother Fought Brother EDSITEment. National Endowment for the Humanities. IMAGES. **__ [] __** **Lesson 1: Differences Between the North and the South Appendixes 1-9-1-10.** The Civil War for Fifth Graders History & Social Science Virginia Standards of Learning US History to 1877, 1.9. - 1.10. Site updated: March 2004. **__ [|http://www.radford.edu/sbisset/civilwar.htm - North] .__** **Lesson 2: Gettysburg Address.** The People of the Civil War Lesson Plan **#:** CC 0063. **__http://ericir.syr.edu/Virtual/Lessons/crossroads/sec3/gr4/unit6/u6g4l2.htm__** <span style="margin-right: 167.05pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> **Lesson 2: Gettysburg Address. Appendix 2-1** ABRAHAM LINCOLN'S GREATEST SPEECH //BY CHUCK TEAGUE (NATIONAL PARK SERVICE). Civil War Preservation Trust Saving America’s Civil War Battle.// **__ [] __** **Lesson 2: Gettysburg Address. Appendix-2-2** Gettysburg-Address. November 19, 1863. **Gettysburg-address.gif.** <span style="margin-right: 167.05pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> <span style="margin-right: 167.05pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> **Lesson 3: Black Soldiers in the Civil War. Appendix3-1-3-3-4** <span style="margin-right: 167.05pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> <span style="margin-right: 167.05pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> United States Colored Troops (U.S.C.T.) BLACK SOLDIERS IN THE AMERICAN CIVIL WAR //BY THE CIVIL WAR PRESERVATION TRUST// //Civil War Preservation Trust Saving America’s Civil War Battle// COPYRIGHT © 2009 **__ [] __** **Lesson 3: Black Soldiers in the Civil War. Appendix 3-5** <span style="margin-bottom: 24.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> Glory Image. <span style="margin-bottom: 24.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> **__movies.yahoo.com__** **Lesson 3: Black Soldiers in the Civil War. Appendix3-6** "Timeline: Black Troops in the Civil War (sidebar)." //Issues & Controversies in American History//. Facts On File News Services, 11 June 2008. Web. 2 Nov. 2010. **__<http://www.2facts.com/article/has00002082>.__** <span style="margin-bottom: 24.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> **Lesson 3: Black Soldiers in the Civil War. Appendix 3-7-3-9.** <span style="margin-bottom: 24.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> The Fight for Equal Rights: Black Soldiers in the Civil War <span style="margin-bottom: 24.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> **__http://voyager.dvc.edu/~mpowell/afam/blk_soldiers_proj.htm__** **Lesson 4: The Effects of Civil War. Appendix4-1.** EFFECTS of the CIVIL WAR. //(By Justin Clowers, Shaun DeGracia, Patrick McMillin, & Kimberly Munoz)//. Mr. Whalen. **__ [] __** **Lesson 4: The Effects of Civil War. Appendix4-2.** "One of the Effects of the War". **__ [] __** **Lesson 5: Civil War Timeline.** Civil War Time Line. Education World. Originally published 06/05/2000. Links last updated 03/18/200**7** **__http://www.educationworld.com/a_lesson/00-2/lp2000.shtml__** **Lesson 5: Civil War Timeline. Appendix 5-1** T4. Timeline Image. Timeline Worksheet. **Lesson 5: Civil War Timeline. Appendix 5-2** Timelines & Date Keys for //Fasttrack to America's Past// Section 5: Civil War and Reconstruction. Copyright 1998, 2004 by David Burns. **__ [] __** **Appendix 6-1** Unofficial Final Assessment: Civil War Unit Plan. Sarah Higgins. Grade Level 4-6. All Rights Reserved. Last Updated: April 29, 2010 **__http://www.lessonplanspage.com/SSLAMusicCivilWarUnit-Test46.htm__** **Additional Resources:** American Civil War Lesson Plans **//__http://www.teach-nology.com/teachers/lesson_plans/history/us_history/civilwar/__//** Additional Resources on Lesson Plans Lesson 1 General Resources for the Civil War: [|www.teacheroz.com/civilwar.htm] [] [|www.civil-war.net] [] [|www.sonofthesouth.net]
 * The Civil War Unit Test**
 * True or False?** Circle one answer.
 * Multiple Choice** - Circle the best possible answer.
 * Fill-in-the-Blank:**
 * Matching:** Place the correct **capital** letter on the lines provided.
 * 13)_____The Vice-President that succeeded Lincoln. || A) John Wilkes Booth ||
 * 14)_____The General of the Confederate troops. || B) William Sherman ||
 * 15)_____The man who shot and killed Abraham Lincoln. || C) Jefferson Davis ||
 * 16)_____Gave the speech known as the Gettysburg Address. || D) Abraham Lincoln ||
 * 17)_____President of the Confederacy. || E) Robert E. Lee ||
 * || F) Andrew Johnson ||
 * || G) Ulysses S. Grant ||

Lesson 2 General Resources for the Civil War: [|www.teacheroz.com/civilwar.htm] [] [|www.civil-war.net] [] [|www.sonofthesouth.net] General Resources for the Gettysburg Address: [|www.americancivilwar.com/north/lincoln.html] Lincoln’s Gettysburg Address youtube

Lesson 3 Show 10 minute video of Glory on youtube: [] [] General Resources for the Civil War: [|www.teacheroz.com/civilwar.htm] [] [|www.civil-war.net] [] [|www.sonofthesouth.net] General Resources for Black Soldiers in the Civil War: [|www.archives.gov/education/lessons/black-civilwar/] [|www.americancivilwar.com/colored/colored-troops.html]

Lesson 4 // [] // General Resources for the Civil War: [|www.teacheroz.com/civilwar.htm] [] [|www.civil-war.net] [] [|www.sonofthesouth.net]
 * Lesson Plans & Activities Civil War**

Lesson 5 [|The History Place Presents a Nation Divided: The U.S. Civil War 1861-1865] [|Time Line of the Civil War, 1861] [|The American Civil War Homepage] [|CWSAC Battle Summaries] [|This Week in the Civil War] General Resources for the Civil War: [|www.teacheroz.com/civilwar.htm] [] [|www.civil-war.net] [] [|www.sonofthesouth.net]

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