Civil War White House Overview of Program s Standards and Objectives (Pre-lesson begins on p. 4) Grade Levels: 4-6 Summary: What would it have been like to live and work in Washington, D.C. during the Civil War? The Civil War was not only a critical moment in American history, it was of particular importance to our nation s capital. While Abraham Lincoln attempted to preserve the Union, Confederate flags flew just across the river in Virginia. This program offers the Civil War through the unique perspective of the White House and the viewpoint of the presidency. Students explore topics such as security in the nation s capital, the president s daily life, the public s perspective of the president and the Emancipation Proclamation. Standards Correlation Common Core State Standards Grade 4 Speaking & Listening (Comprehension and Collaboration) SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. o SL.4.1b: Follow agreed-upon rules for discussions and carry out assigned roles. o SL.4.1c: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. o SL.4.1d: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. SL.4.3: Identify the reasons and evidence a speaker provides to support particular points. 1
Common Core State Standards, continued Grade 5 Speaking & Listening (Comprehension and Collaboration) SL5.1: Engage effectively in a range of collaborative discussions (one-one-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. SL.5.1b: Follow agreed-upon rules for discussions and carry out assigned roles. SL.5.1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL.5.1d: Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. SL.5.2: Summarize a written text read aloud or information presented in diverse media formats, including visually, quantitatively, and orally. Grade 6 Speaking & Listening (Comprehension & Collaboration) SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. o SL.6.1d: Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. History/Social Studies RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 2
District of Columbia Social Studies Content Standards: Grade 5 5.5. Broad Concept: Students summarize the causes and consequences of the Civil War. 5.5.3. Describe the emergence of Abraham Lincoln as a national political figure and the secession of Southern states. (P) 5.5.4. Identify Union and Confederate States at the outbreak of the Civil War, Yankees and Rebels (Blue and Gray), and the role of African American troops in the war. (G, P) 5.5.5. Describe the experience of the war on the battlefield and home front. (M,S) 5.5.6. Analyze the rationales for the Emancipation Proclamation and the emancipation of African Americans in Washington, DC. (P, S) Historical and Social Sciences Analysis Skills Grades 3-5 3-5.1. Standard / Essential Skill: Chronology and Cause and Effect 3-5.1.1. Student Expectation / Essential Skill: Students place key events of the historical era they are studying and interpret information contained within time lines and comparative time charts. 3-5.1.3 Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same. 3-5.3. Standard / Essential Skill: Historical Research, Evidence, and Point of View 3-5.3.3. Student Expectation / Essential Skill: Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture 3-5.3.4. Student Expectation / Essential Skill: Students use non-text primary and secondary sources, such as maps, charts, graphs, photographs, works of art, and technical charts. 3
Maryland Social Studies State Curriculum Grade 4 4 Standard 5.0 (History) Topic C. Conflict between Ideas and Institutions Indicator 3: Analyze regional differences in the Civil War and its effects on people in Maryland Grade 4-6 4-6 Standard 6.0 (Social Studies Skills and Processes) Topic F. Analyze Social Studies Information Indicator 1: Interpret information from primary and secondary sources a. Interpret information in maps, charts and graphs Indicator 2: Evaluate information from a variety of sources b. Compare information to prior knowledge Indicator 3: Synthesize information from a variety of sources a. Recognize relationships in and among ideas or events, such as cause and effect, sequential order, main idea, and details Topic G. Answer Social Studies Questions Indicator 1: Describe how the country has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources a. Present social studies information in a variety ways, such as mock trials, simulations, debates, and skits 4
Virginia History and Social Science Standards of Learning: USI.1 USI.9 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to: a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865; b) make connections between the past and present; c) sequence events in United States history from pre-columbian times to 1865 e) evaluate and discuss issues orally and in writing; h) interpret patriotic slogans and excerpts from notable speeches and documents. The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by: a) describing the cultural, economic, and constitutional issues that divided the nation; c) identifying on a map the states that seceded from the Union and those that remained in the Union; d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Stonewall Jackson, and Frederick Douglass in events leading to and during the war. VS.1 The student will develop skills for historical and geographical analysis and responsible citizenship, including the ability to a) identify and interpret artifacts and primary and secondary source documents to understand events in history; b) determine cause-and-effect relationships; c) compare and contrast historical events; e) make connections between past and present; h) evaluate and discuss issues orally and in writing. VS.7 The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by a) identifying the events and differences between northern and southern states that divided Virginians and led to secession, war and the creation of West Virginia. 5
Rationale: The Civil War is an important part of American history, and of particular importance to the Washington metropolitan region. While students often focus on the more familiar and significant events of the Civil War, this program will offer the unique perspective of the Civil War through the site of the White House and the eyes of the president. Objectives: After completing this program, students will be better able to: Order key Civil War events chronologically Analyze primary source documents including maps, photographs, and textual documents. Explain the secession of southern states leading up to Abraham Lincoln s presidency and the Civil War Articulate the president s use of war powers and his position as Commander in Chief Special Vocabulary: Civil War secede emancipation Union Confederacy 6
Pre-Lesson It is mandatory that you minimally complete the pre-lesson before your classroom visit and highly recommended that you complete at least one activity. Note to teacher: This program is most effective when done as part of an already planned Civil War unit in your classroom. Students should have a basic understanding of the Civil War before their classroom visit. Although vocabulary is integrated into the pre-lesson, it may be a good idea to review the vocabulary words with students before conducting this lesson (Civil War, secede, emancipation, Union, and Confederacy). Teacher Key: ---- Indicates Material Needed for this portion ---- Indicates New Slide Pre-lesson Objectives: After completing the pre-lesson, students will be better able to: Identify issues Abraham Lincoln faced as President of the United States Use new vocabulary related to the Civil War Use a map to identify Confederate, and Union states Chronologically order major events of the Civil War. Materials: State List-see page 10 (cut the paper into slips so that one student gets each state; not all students will get a slip of paper) Image Set 1: Lincoln s Face Image Set 2: The United States in 1861 Image Set 3: Civil War White House Lesson Overview: Hook: 2-3 Minutes Introduction to new material: 5 Minutes Guided Practice: 25 Minutes Independent Practice: Dependent on activity Selected Conclusion:2-3 Minutes 35 Minutes plus Independent Practice Image Set 1: Lincoln s Face Hook: Show students Slide #1 Lincoln in 1861 (2-3 Minutes) This is President Abraham Lincoln at the beginning of his presidency in 1861. Let s make some observations about how he looks. (Allow students to note his features, note signs of aging such as wrinkles and white hair) 7
How do you think the presidency would have affected him? Do you think if we took a picture of him four years later that he would look the same, a little bit older, or a lot older? Why or why not? (At this time, students make a guess.) Introduction to New Material: (5 Minutes) Slide #2 Lincoln in 1865 Here is the last known picture of President Lincoln. This was taken in 1865, just weeks before he would be assassinated by John Wilkes Booth. How does he look now? Are there any changes from the first picture we looked at? (Have students note changes briefly, mainly: does President Lincoln look older?) Slide #3 Comparison of Lincoln s eyes Now let s look closer at the top half of his face. What changes do we see to his face in the four years between these two pictures? (There are a lot more wrinkles in the second picture.) Slide #4 Comparison of Lincoln s mouth and chin Now let s look closer at the bottom half of his face. What changes do we see here? (Students may notice deeper set wrinkles and more gray hair in his beard.) Slide #5 Comparison of both pictures Now that we can see both pictures side by side, what do you think? (Allow time for answers.) What do you know about Lincoln and his presidency that might explain the big changes in his physical appearance within four years? (Depending on your students previous knowledge of the Civil War, allow time to discuss some of the issues that faced Lincoln. Students should know that Lincoln entered the presidency at a time when the northern and southern parts of the country were on the brink of a civil war; they should also know that one of the largest issues pertaining to the war was the issue of slavery.) Guided Practice: State List (See page 10) Image Set 2: The Confederate States of America We just discussed many of the reasons why President Lincoln may have aged so much during his presidency. Part 1: Civil War Vocabulary (15 Minutes) Many of you noted that President Lincoln had to lead the country through a difficult time known as the Civil War. What is a civil war? (A civil war occurs when two or more sides of one country fight against each other.) Does anyone 8
know which sides of our country fought against each other during our Civil War? (The northern states fought against the southern states.) Let s look at what the situation was when he was inaugurated in March 1861. Display Slide 1: The Confederate States of America Tell students that this map shows what the United States looked like in 1861 (You will point to each state or circle it with dry erase marker as it secedes from the Union.) Pass out state slips to each student (approximately half of the class will not get a slip of paper) and tell them that you are going to discuss what happened before President Lincoln was even inaugurated. This will be a Secession Exercise. Ask students if they remember what the word secede means. (When a state secedes it means that they withdraw from their country.) Today, we are going to discuss the secession of southern states. When I call the name of your state, you will stand up and move over to this side of the room. This will mean that you have seceded from our classroom you are no longer part of it. When President Lincoln was elected to office in January 1860, several southern states were angry. Abraham Lincoln had not even been listed on their ballots for president. Many southerners believed that Abraham Lincoln would prevent the spread of slavery in western states, and infringe on their freedom to hold slaves. After Lincoln s win was announced, South Carolina was the first state to secede. Point to the map of the United States to show students where South Carolina is located. The student with South Carolina stands up and moves to the designated secession area. Shortly after South Carolina seceded, six other states would secede. These states were: Mississippi, Florida, Alabama, Georgia, Louisiana, and Texas. (Circle these states on the overhead.) Once each seceding student has walked to the designated secession area, ask the class how many states have seceded from the United States at this point (Seven.) Here we are at the date of President Lincoln s Inauguration, or his first day of being president and already seven states had seceded. Do you think it would be an easy task to take on when it was your first day of being president? (Allow students to discuss why this would have been a challenge.) Within months of taking office, four more states would secede from the United States: these states were Virginia, Arkansas, Tennessee, and North Carolina (Circle these states on the overhead). How many states total have seceded now? (Eleven.) Ask students in the designated secession area to return to their seats. Display Slide 1: The Confederate States of America. Ask students to notice which states 9
are in red (all of the states who seceded are red.) Tell students that these eleven states believed that they were forming a new country, separate from the United States. They called themselves the Confederate States of America. The states in the north were referred to as the Union. These two parts of our country fought against each other during the Civil War. Part 2: The Civil War White House (10 Minutes) Image Set 3: Civil War White House On (insert date of classroom visit), a special visitor from the White House Historical Association will be coming to tell us about the Civil War White House. Before she visits, we are going to get a sneak peek to see some of the people who were present in the White House during the Civil War, when Abraham Lincoln was president. Let s look to see what the White House would have looked like then. Slide 1: The White House (Civil War era) This is a real photograph of the White House during the time that Abraham Lincoln was president. How can you tell that this is an old photograph (It is black and white; it has a grainy quality; the clothing people are wearing looks different from what people wear now.) Slide 2: The guarded White House What do you see in this picture? (The White House, soldiers) What do you think the soldiers are doing in front of the White House? (Allow students to guess why they might be there using previous knowledge.) During the beginning of the Civil War, the Union (or, the north) did not do very well in battle. After the first battle of Manassas in 1861, Union troops were needed to guard the White House. It was feared that because Virginia was so close-by, the Confederacy might plan an attack on the White House or the president. Slide 3: John Hay and John Nicolay Who do you think Lincoln might be standing with here? (Allow students to guess.) These two men were President Lincoln s secretaries. They were needed to assist the president with his paperwork, including such tasks as answering his mail. Why do you think President Lincoln needed help with these things? (He was very busy making decisions about the war in addition to all of the other responsibilities a president has.) They also became very close to the president during the war. President Lincoln would often stay up late during the night talking to them about various wartime issues. Slide 4: The Emancipation Proclamation What does it look like is happening in this picture? (Allow students to guess. They might guess that it is a meeting because there are so many people 10
gathered around the table.) This is a picture of President Lincoln with his Cabinet in the summer of 1862. During that summer, the Union had its first military success. As a result, President Lincoln decided to make an important announcement. He wanted to announce that he would be writing the Emancipation Proclamation. This document would free all of the slaves who lived in the Confederate States. Here, he is reading his first draft of the Emancipation Proclamation to his Cabinet. Slide 5: President Lincoln s Family Although we do not have a photograph of the entire Lincoln family taken together, this image shows you all of President Lincoln s family members. Sitting across from him at the table is his wife, Mary Todd Lincoln. You will learn more about her during your classroom visit. She is sitting next to their son, Willie. Willie got very sick while President Lincoln was in office and passed away. Both of the parents were very devastated to lose such a young son. President Lincoln is sitting next to his youngest son, Tad. Tad was the troublemaker in the house. You will learn more about the sort of trouble Tad got into during your classroom visit. Finally, President Lincoln s older son Robert is standing in the back of the table. Robert spent part of the Civil War in college, and later became an officer in the army. Independent Practice: Select one or more of the independent activities for your students to complete on their own. Conclusion: Image Set 1: Lincoln s Face Slide 5: Comparison of both pictures Let s look at this comparison of President Lincoln from the beginning of his presidency to the end of his presidency again. After everything we have learned today, can you think of some reasons why he might have aged so much in just five years? (Students should cite examples from the lesson, including the stress of leading a divided country, Civil War battles, the loss of his son Willie, etc.) 11
Pre-Activities 1. Civil War Timeline Materials: Scissors, glue sticks Using the attached timeline worksheet, ask students to order the five major events of the Civil War correctly. 2. Imagine you are President Lincoln during the Civil War. Your major concerns are to preserve the Union and reunite the United States as one country. Write about the following in your presidential daily diary: a) What struggles you are facing with this war b) Some strategies you might use to solve some of the challenges Ask students to discuss their writing when they are finished. Their assignment should cite examples from the pre-lesson. 12
State List South Carolina Mississippi Florida Alabama Georgia Louisiana Texas Virginia Arkansas Tennessee North Carolina 13
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