Civil+War



1. Watch the following video and type notes from the information presented.

media type="youtube" key="H6YKr5vU5aY" height="349" width="425"

2. Look at the list of the “Civil War First” items. Tell students that the Civil War is often considered to be the first modern war, and that they will be looking at some of the “firsts” that occurred during the era. Discuss with students their ideas about “old” wars versus “modern” wars. Have each group review the items in their envelope, and then work together to create categories under which the items can be classified. All items must be accounted for. Ask students to use their categories to create a Venn Diagram comparing the difference between old and modern wars. After completing their categorization activity, have students review the items and select specific items for the following:

Most interesting Most surprising Most humane Most sad Most devastating Most applicability to civilian life

Discuss student categories and “awards” as a class. At the conclusion of the discussion, have students write a brief paper that contains the following introductory stem : “The best evidence that the American Civil War should be designated the first modern war in history is…” =Civil War Firsts= Presidential assassination ||
 * workable machine guns
 * steel ship
 * successful submarine
 * “snorkel” breathing device
 * press corps in battle areas
 * conscription
 * bread lines
 * organized medical and nursing corps
 * photography of battle
 * railroad artillery
 * blackouts and camouflage under aerial observations
 * cigarette and tobacco tax
 * commissioned Army chaplains
 * Department of Justice (Confederacy)
 * Electrically exploded bombs and torpedoes
 * fxed trenches on a large scale
 * flame throwers
 * repeating rifles
 * revolving gun turrets
 * the bugle call “Taps”
 * income and withholding tax
 * periscopes
 * telescopic sights for rifles
 * U.S. Secret Service
 * U.S. Navy Admiral
 * wire entanglements
 * wide-scale use of anesthetics


 * aerial reconnaissance
 * Army ambulance corps
 * hospital ships
 * Ironclad navies
 * land-mine fields
 * legal voting for servicemen
 * long-range rifles for general use
 * Medal of Honor
 * military telegraphs
 * military railroads
 * naval torpedoes
 * black U.S. Army officers

3. Complete the following pre-assessment to students, directing them to write “North” or “South” next to the item. When reviewing items, ask students to explain the reasons why they associated an item with the North or the South.

4. R.A.F.T. papers provide a simple framework that helps students focus their thinking and written expression. Students assume a specific role and use a given format to present information to an identified audience. Allow students to select one of the following to demonstrate their knowledge and understanding of unit topics. (Additional options may be added at the discretion of the teacher.)

5. Direct each group to use class and media center resources and complete the following tasks for each site > 1. Location > 2. Date of event > 3. Brief synopsis of event > 4. Importance of event > 6. Provide each student with a map of the southern states at the end of the Civil War and have them identify, label, and color key the five military districts the South was divided into by the Reconstruction Act of 1867.