GA 8 Teaching Tools
8 th Grade UNIT #6 Impact of Civil War on Georgia ©Gallopade • All Rights Reserved • www.gallopade.com
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8 th Grade<br />
UNIT #6<br />
Impact of<br />
Civil War on<br />
Georgia<br />
©Gallopade • All Rights Reserved • www.gallopade.com
UNIT 6<br />
GEORGIA EXPERIENCE | GRADE 8 | UNIT 6<br />
Social Studies Themes page 1<br />
IMPACT OF CIVIL WAR<br />
ON GEORGIA<br />
ENDURING UNDERSTANDINGS<br />
These themes provide the underlying framework for many important “big picture” concepts that<br />
your students will be learning throughout this unit. Use these questions to help students apply<br />
what they learn about the Impact of the Civil War on Georgia toward their understanding of<br />
these Enduring Understandings throughout the unit.<br />
CULTURE<br />
The culture of a society is the product of the religion, beliefs,<br />
customs, traditions, and government of that society.<br />
How did cultural differences cause the North and the South to split prior to the Civil War?<br />
Why did southern states feel they needed to secede from the Union?<br />
INDIVIDUALS, GROUPS, & INSTITUTIONS<br />
The actions of individuals, groups, and/or institutions affect<br />
society through intended and unintended consequences.<br />
What effects did President Lincoln’s Emancipation Proclamation have on Northerners<br />
and Southerners?<br />
BELIEFS & IDEALS<br />
The beliefs and ideals of a society influence the social,<br />
political, and economic decisions of that society.<br />
How did the idea of popular sovereignty influence people’s decisions prior to the Civil War?<br />
CONFLICT RESOLUTION<br />
Societies resolve conflicts through legal procedures, force,<br />
and/or compromise.<br />
What compromises were passed by the federal government to appease northern and<br />
southern states?<br />
©Gallopade • All Rights Reserved • www.gallopade.com<br />
Permission is granted to use Toolbox only with students for whom a current-year Experience Class Set is purchased.
UNIT 6<br />
GEORGIA EXPERIENCE | GRADE 8 | UNIT 6<br />
Social Studies Themes page 2<br />
CONFLICT RESOLUTION<br />
Societies resolve conflicts through legal procedures, force,<br />
and/or compromise.<br />
What compromises were passed by the federal government to appease northern and<br />
southern states?<br />
GOVERNANCE<br />
As a society increases in complexity and interacts with other<br />
societies, the complexity of the government also increases.<br />
Why did the states feel they had more authority than the federal government before the<br />
Civil War?<br />
<strong>GA</strong>IN FROM TRADE<br />
Parties trade voluntarily when they expect to gain.<br />
Why were Georgia’s delegates split on the decision to secede?<br />
©Gallopade • All Rights Reserved • www.gallopade.com<br />
Permission is granted to use Toolbox only with students for whom a current-year Experience Class Set is purchased.
UNIT 6<br />
GEORGIA EXPERIENCE | GRADE 8 | UNIT 6<br />
START WITH<br />
THIS ACTIVITY<br />
Hook & engage<br />
to boost curiosity,<br />
inquiry, motivation,<br />
and results!<br />
IMPACT OF CIVIL WAR<br />
ON GEORGIA<br />
UNIT OPENER<br />
Inquiry-Based Learning<br />
Launch this unit with a lesson on Alexander H. Stephens’ speech of January 1861 against<br />
Georgia’s secession from the Union. The speech can be found on several websites, including:<br />
http://civilwarcauses.org/steph2.htm.<br />
You can provide printed copies, have the speech available via digital devices or whiteboard,<br />
read portions of the speech to the class, or show a video (several can be found online). You can<br />
choose excerpts from the speech if you wish.<br />
If students listen to the speech, encourage them to take notes. If students read a copy of the<br />
speech, tell them to highlight things they find interesting. After students read or listen to the<br />
speech, ask them to share their reaction to it. Guide a class discussion with questions you have<br />
written or use these:<br />
1. Alexander Stephens’ speech represents one side of the secession issue. Is he in favor or<br />
against secession? Answer: against.<br />
2. What reasons did Stephens give against secession? Correct answers include:<br />
• Secession would cost the South a lot of money.<br />
• Southern lives would be lost.<br />
• Southern power in the federal government had always been strong and the South<br />
had gotten almost everything it asked for from the federal government.<br />
• The federal government subsidized many services (postal service, for example), and<br />
the subsidies would end with secession.<br />
3. Do you think Stephens’ speech was effective? Why or why not?<br />
4. Do you think Alexander Stephens would be a strong supporter of the Confederacy if<br />
Georgia secedes?<br />
• Have students make a prediction about this and post the predictions.<br />
• Revisit the predictions when discussing Confederacy leadership.<br />
5. Tell students they are beginning a unit on the Civil War and, in particular, the impact that the<br />
Civil War had on Georgia.<br />
©Gallopade • All Rights Reserved • www.gallopade.com<br />
Permission is granted to use Toolbox only with students for whom a current-year Experience Class Set is purchased.
UNIT 6<br />
NAME: _____________________________________________<br />
GEORGIA EXPERIENCE | GRADE 8 | UNIT 6<br />
IMPACT OF CIVIL WAR<br />
ON GEORGIA<br />
DEFINE THESE TERMS BASED ON WHAT YOU ALREADY LEARNED.<br />
(IT’S OK TO FLIP BACK TO PREVIOUS CHAPTERS.)<br />
compromise<br />
confederation<br />
Vocabulary Builder<br />
proclamation<br />
USE A DICTIONARY TO DEFINE THESE TERMS. THEN HIGHLIGHT EACH<br />
TERM THE FIRST TIME YOU SPOT IT IN THE TEXT.<br />
abolition<br />
blockade<br />
campaign<br />
civil<br />
emancipation<br />
nullify<br />
popular sovereignty<br />
secession<br />
tariff<br />
©Gallopade • All Rights Reserved • www.gallopade.com<br />
Permission is granted to use Toolbox only with students for whom a current-year Experience Class Set is purchased.
UNIT 6<br />
Down<br />
NAME: _____________________________________________<br />
GEORGIA EXPERIENCE | GRADE 8 | UNIT 6<br />
IMPACT OF CIVIL WAR<br />
ON GEORGIA<br />
Complete the crossword puzzle.<br />
1. formal separation from a political<br />
union (in this case, the United States)<br />
2. a public or official announcement of<br />
an important matter<br />
3. to declare something no longer legal<br />
and binding<br />
Vocabulary Review<br />
5. an alliance of countries, states, or<br />
other political units in which the<br />
individual members maintain their<br />
autonomy<br />
6. a release from bondage; setting free<br />
Across<br />
4. of or relating to a nation or its citizens<br />
5. a settlement of a conflict by each side giving up something in order to get something<br />
7. a series of planned actions that are taken to reach a goal<br />
8. a situation where enemy ships patrol a port to keep weapons, ammunition, food, or other supplies<br />
from moving in or out<br />
9. a tax on imports or exports<br />
10. the idea that government authority comes from people who have agreed to be governed<br />
11. the campaign to end slavery in the United States<br />
©Gallopade • All Rights Reserved • www.gallopade.com<br />
Permission is granted to use Toolbox only with students for whom a current-year Experience Class Set is purchased.
CHAPTER 16<br />
Issues and Events<br />
Divide the Nation<br />
CHAPTER TOOLS:<br />
Tool<br />
When To Use<br />
(start, end, or with which page of Student Workbook)<br />
Multimedia Resource Gallery<br />
Learning Objectives + Correlations<br />
Essential Questions Activity Sheet<br />
throughout<br />
start + ongoing<br />
start + ongoing<br />
Let’s Review page 67<br />
Writing Prompt #1 page 69<br />
Writing Prompt #2 page 70<br />
Primary Source Analysis page 70<br />
Interactive Workbook Scavenger Hunt<br />
Study Guide<br />
ExperTrack * Checkpoint #06a<br />
EOC<br />
EOC<br />
EOC (pretest optional)<br />
*<br />
license required<br />
©Gallopade • All Rights Reserved • www.gallopade.com
CHAPTER 16<br />
GEORGIA EXPERIENCE | GRADE 8 | UNIT 6<br />
Learning Objectives & Correlations<br />
GSE:<br />
ISSUES AND EVENTS<br />
DIVIDE NATION<br />
LEARNING TARGETS<br />
Students will be able to:<br />
Î Explain the importance of slavery and how it led to the<br />
Civil War.<br />
Î Explain the importance of states’ rights and how it led to the<br />
Civil War.<br />
Î Explain the importance of nullification and how it led to the<br />
Civil War.<br />
Î Explain the importance of the Compromise of 1850 and<br />
how it led to the Civil War.<br />
Î Explain the importance of the Georgia Platform relative to<br />
the Civil War.<br />
Î Explain the importance of the Dred Scott case and how it<br />
led to the Civil War.<br />
Î Explain the importance of Abraham Lincoln’s election and<br />
how it led to the Civil War.<br />
Î Explain the importance of the debate over secession in<br />
Georgia relative to the Civil War.<br />
CORRELATIONS TO STANDARDS<br />
SS8H5a<br />
Map and Globe Skills: 1, 2, 4, 6, 7, 8, 11<br />
Information Processing Skills: 1, 8, 11, 12, 14, 15, 16<br />
©Gallopade • All Rights Reserved • www.gallopade.com<br />
Permission is granted to use Toolbox only with students for whom a current-year Experience Class Set is purchased.
CHAPTER 16<br />
NAME: _____________________________________________<br />
GEORGIA EXPERIENCE | GRADE 8 | UNIT 6<br />
ISSUES AND EVENTS<br />
DIVIDE NATION<br />
What key issues and events led to the Civil War and how were they important?<br />
How did the issue of slavery lead to the Civil War?<br />
Essential Questions<br />
How did the issue of states’ rights lead to the Civil War?<br />
How did the issue of nullification lead to the Civil War?<br />
How did the Compromise of 1850 lead to the Civil War?<br />
What was the importance of the Georgia Platform?<br />
How did the Dred Scott Case lead to the Civil War?<br />
How did the election of Abraham Lincoln lead to the Civil War?<br />
What was the importance of the debate over secession in Georgia?<br />
©Gallopade • All Rights Reserved • www.gallopade.com<br />
Permission is granted to use Toolbox only with students for whom a current-year Experience Class Set is purchased.
NAME: _____________________________________________<br />
THE FUGITIVE SLAVE ACT<br />
HISTORICAL IMPACT<br />
Slave owners paid slave-catchers to capture and<br />
return escaped slaves. The Fugitive Slave Act of<br />
1850 allowed slave-catchers to enter the North to<br />
capture fugitive slaves. Additionally, the Fugitive<br />
Slave Act made it illegal to help escaped slaves,<br />
even in the free Northern states. Anyone caught<br />
helping runaway slaves faced fines and time in<br />
prison. Runaway slaves were no longer safe in<br />
free states! To gain complete freedom, slaves<br />
had to travel even farther north to Canada.<br />
Despite the Fugitive Slave Act, many abolitionists<br />
continued to help slaves on the Underground Railroad.<br />
Explain how the Fugitive Slave Act affected each group of people.<br />
Effects of the Fugitive Slave Act of 1850<br />
Southern Slaveowners Runaway Slaves Northern Abolitionists<br />
Let’s Review<br />
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Permission is granted to use Toolbox only with students for whom a current-year Experience Class Set is purchased.
NAME: _____________________________________________<br />
ABRAHAM LINCOLN AND<br />
JEFFERSON DAVIS<br />
REGIONAL DIFFERENCES AND REGIONAL<br />
PERSPECTIVES<br />
Lincoln was born<br />
in Kentucky and<br />
lived most of his<br />
life in Illinois.<br />
Davis was born<br />
in Kentucky and<br />
lived most of his<br />
life in Mississippi.<br />
Abraham Lincoln,<br />
President of the United States<br />
of America<br />
Jefferson Davis,<br />
President of the Confederate States<br />
of America<br />
Our perspective and viewpoints are shaped by life experiences, such as where we grow up.<br />
Use biographies to research the lives of Abraham Lincoln and Jefferson Davis. Then explain<br />
how where they grew up may have influenced their positions on slavery.<br />
Writing Prompt<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
©Gallopade • All Rights Reserved • www.gallopade.com<br />
Permission is granted to use Toolbox only with students for whom a current-year Experience Class Set is purchased.
NAME: _____________________________________________<br />
THE SECESSION MOVEMENT<br />
STUDENT OBSERVATIONS AND CONCLUSIONS<br />
Look at the cartoon and answer the questions on a separate piece of paper.<br />
Primary Source Analysis<br />
"The Secession Movement"<br />
South Carolina<br />
Florida<br />
Alabama<br />
Mississippi<br />
Louisiana<br />
Georgia<br />
We go the whole hog—Old Hickory is dead, and now we’ll have it.<br />
Go it Carolina! We are the boys to “wreck” the Union.<br />
We go it blind, Cotton is King!<br />
1. What is the topic of this political cartoon?<br />
2. What do the riders represent?<br />
Down with the Union. Mississippi “repudiates her bonds.”<br />
Go it boys! We’ll soon taste the “sweets” of secession.<br />
We have some doubts about “the end” of that road and think it<br />
expedient to deviate a little.<br />
3. Who is leading the charge? Why? What is the significance of the order of the figures?<br />
4. A. From what point of view is the cartoon drawn? Explain your reasoning.<br />
B. What can you infer about the artist’s opinion of secessionist states?<br />
What details from the cartoon support your conclusion?<br />
5. What is the main message conveyed by this cartoon?<br />
Cite evidence to support your conclusion.<br />
6. What can you infer about Alabama’s reasons for seceding?<br />
7. Why is Georgia separated from the other states? Explain.<br />
(Do additional research if necessary.)<br />
Courtesy of Library of Congress<br />
©Gallopade • All Rights Reserved • www.gallopade.com<br />
Permission is granted to use Toolbox only with students for whom a current-year Experience Class Set is purchased.
CHAPTER 16<br />
NAME: _____________________________________________<br />
GEORGIA EXPERIENCE | GRADE 8 | UNIT 6<br />
ISSUES AND EVENTS<br />
DIVIDE NATION<br />
SCAVENGER HUNT<br />
Interactive Workbook<br />
1. Find and highlight each of these items or facts in your Student Workbook:<br />
A. The definition of nullify<br />
B. The definition of secession<br />
C. Per the Missouri Compromise, where slavery would not be allowed<br />
D. The number of states that seceded from the Union<br />
E. Reasons why the southern states needed slaves<br />
F. The reason why President Jackson put a tariff on imports in 1828<br />
G. How southern states reacted to the tariff<br />
H. Which controversy showed the strong feelings held in the South regarding<br />
states’ rights<br />
I. Where the Compromise of 1850 abolished the slave trade<br />
J. The name of the U.S. senator who helped negotiate compromises regarding slavery<br />
K. What part of the Compromise of 1850 was included to pacify the slave states<br />
L. The name of the politician who wrote the Georgia Platform<br />
M. An explanation of the Georgia Platform<br />
N. An explanation of popular sovereignty<br />
O. Why Dred Scott sued for his freedom<br />
P. How the Supreme Court ruled in the Dred Scott case<br />
Q. Who was elected President of the United States in 1860<br />
R. The main goal of the Republican Party in the 1860s<br />
S. Which state threatened secession if the Republicans won the 1860 election<br />
2. Circle and write PS by a primary source in each chapter of this unit.<br />
3. Underline two reasons northern states opposed slavery in the southern states.<br />
©Gallopade • All Rights Reserved • www.gallopade.com<br />
Permission is granted to use Toolbox only with students for whom a current-year Experience Class Set is purchased.
CHAPTER 16<br />
NAME: _____________________________________________<br />
GEORGIA EXPERIENCE | GRADE 8 | UNIT 6<br />
THE ISSUE OF SLAVERY<br />
1. How did the U.S. Constitution deal with slavery?<br />
__________________________________________________________________________________<br />
2. Why was slavery a key issue leading up to the Civil War?<br />
__________________________________________________________________________________<br />
THE NULLIFICATION CONTROVERSY<br />
3. Describe what led to the nullification controversy and what resulted from it.<br />
__________________________________________________________________________________<br />
4. What did the nullification controversy show about the South’s views on states’ rights?<br />
Study Guide page 1<br />
__________________________________________________________________________________<br />
5. How was nullification a key issue leading up to the Civil War?<br />
__________________________________________________________________________________<br />
COMPROMISES<br />
6. What was the result of the Missouri Compromise?<br />
__________________________________________________________________________________<br />
7. What was the result of the Compromise of 1850?<br />
__________________________________________________________________________________<br />
8. Why did Georgians oppose the Compromise of 1850?<br />
__________________________________________________________________________________<br />
9. How was the Compromise of 1850 a key issue leading up the Civil War?<br />
__________________________________________________________________________________<br />
©Gallopade • All Rights Reserved • www.gallopade.com<br />
Permission is granted to use Toolbox only with students for whom a current-year Experience Class Set is purchased.
CHAPTER 17<br />
Georgia’s Role in<br />
the Civil War<br />
CHAPTER TOOLS:<br />
Tool<br />
When To Use<br />
(start, end, or with which page of Student Workbook)<br />
Multimedia Resource Gallery<br />
Learning Objectives + Correlations<br />
Essential Questions Activity Sheet<br />
throughout<br />
start + ongoing<br />
start + ongoing<br />
Graphic Organizer page 73<br />
Artistic Expression page 75<br />
Let’s Review page 76<br />
Primary Source Analysis page 77<br />
Interactive Workbook Scavenger Hunt<br />
Study Guide<br />
ExperTrack * Checkpoint #06b<br />
EOC<br />
EOC<br />
EOC (pretest optional)<br />
*<br />
license required<br />
©Gallopade • All Rights Reserved • www.gallopade.com
CHAPTER 17<br />
GEORGIA EXPERIENCE | GRADE 8 | UNIT 6<br />
Learning Objectives & Correlations<br />
GSE:<br />
GEORGIA’S ROLE IN<br />
THE CIVIL WAR<br />
LEARNING TARGETS<br />
Students will be able to:<br />
Î Describe how the Union blockade of Georgia’s coast<br />
affected the Civil War.<br />
Î Describe the effect of the Emancipation Proclamation<br />
on the Civil War and on Georgia.<br />
Î Describe how the Battle of Chickamauga affected the<br />
Civil War.<br />
Î Describe how Sherman’s Atlanta Campaign affected the<br />
Civil War.<br />
Î Describe how Sherman’s March to the Sea affected the<br />
Civil War.<br />
Î Describe Andersonville, what happened there, and its<br />
role in the Civil War.<br />
CORRELATIONS TO STANDARDS<br />
SS8H5b<br />
Map and Globe Skills: 6, 7, 8<br />
Information Processing Skills: 6, 8, 14, 15, 16<br />
©Gallopade • All Rights Reserved • www.gallopade.com<br />
Permission is granted to use Toolbox only with students for whom a current-year Experience Class Set is purchased.
CHAPTER 17<br />
NAME: _____________________________________________<br />
GEORGIA EXPERIENCE | GRADE 8 | UNIT 6<br />
GEORGIA’S ROLE IN<br />
THE CIVIL WAR<br />
What was Georgia’s role in the Civil War?<br />
Essential Questions<br />
What role did the Union blockade of Georgia’s coast play in the Civil War?<br />
What role did the Emancipation Proclamation play in the Civil War?<br />
What role did the Battle of Chickamauga play in the Civil War?<br />
What role did Sherman’s Atlanta Campaign play in the Civil War?<br />
What role did Sherman’s March to the Sea play in the Civil War?<br />
What role did Andersonville play in the Civil War?<br />
©Gallopade • All Rights Reserved • www.gallopade.com<br />
Permission is granted to use Toolbox only with students for whom a current-year Experience Class Set is purchased.
NAME: _____________________________________________<br />
TO SECEDE OR NOT SECEDE<br />
DECISION MAKING<br />
In the Choice box 1, write “To Secede” and in Choice box 2, write “Not to Secede.”<br />
Choose the perspective of someone who lived in Georgia in the 1860s. Describe that person on<br />
the back of the graphic organizer. Include name, age, gender, economic status, social position,<br />
job, and other characteristics.<br />
Now, complete the graphic organizer from that perspective.<br />
Graphic Organizer<br />
put glue on the BACK of this striped section<br />
The decision I have to make:<br />
Choice 1: Choice 2:<br />
BENEFITS • PROS • <strong>GA</strong>IN<br />
COSTS • CONS • GIVE UP<br />
Circle the most important BENEFITS and COSTS<br />
Best Choice:<br />
BENEFITS • PROS • <strong>GA</strong>IN<br />
COSTS • CONS • GIVE UP<br />
To add this to your interactive workbook, cut along the outside dashed lines, and fold on the solid line.<br />
Put glue on the BACK of the striped area, and glue it to the top of a page it relates to.<br />
Glue it so it is readable when flat, and you can fold it upwards to read the workbook page.<br />
©Gallopade • All Rights Reserved • www.gallopade.com<br />
Permission is granted to use Toolbox only with students for whom a current-year Experience Class Set is purchased.
A CIVIL WAR BATTLE<br />
VISUAL THINKING STRATEGIES<br />
THE CIVIL WAR—CAUSES, EVENTS, & RESULTS<br />
1. Display this image on your whiteboard so all students can look at the image at the same time.<br />
https://i2.wp.com/militaryhistorynow.com/wp-content/uploads/2013/10/chickamauga.jpg<br />
2. Use the Visual Thinking Strategy process to discuss elements in the picture.<br />
(see info below)<br />
Artistic Expression<br />
3. Afterwards, you can provide additional information about the painting, such as: This is a<br />
painting of a Civil War battle scene from the Battle of Chickamauga. This battle was<br />
fought in September 1863 in the northwest corner of Georgia and in the southeast<br />
corner of Tennessee. The Battle of Chickamauga was the first major battle of the Civil<br />
War fought in Georgia. Casualties were high, second only to the Battle of Gettysburg.<br />
The outcome was a victory for the Confederacy, but both sides suffered high losses.<br />
A Brief Introduction to Visual Thinking Strategies (VTS)<br />
“Visual Thinking Strategies” is an inquiry-based teaching method that uses art to teach visual<br />
literacy, cognitive thinking, and communication skills. Part of the effectiveness of VTS is that it<br />
enables students to use their existing skills to observe and identify things they already know,<br />
and in doing so, they also identify things they don’t know, sparking an inquiry process that they<br />
can explore independently or with peers.<br />
VTS instruction typically includes three key inquiries:<br />
1. What is going on in this picture?<br />
2. What do you see that makes you say that?<br />
3. What more can we find?<br />
Process: Ask question 1, and call on a student to answer. Ask that same student question 2.<br />
Ask question 3, and call on a different student to answer. Follow that answer by asking that<br />
student question 1 (adapt if needed; depending on how they answered question 3), and then<br />
question 2. Then ask question 3 again, and call on another student to answer. Continue this<br />
process. Students will likely start with big picture observations about the overall scene, but as<br />
you cycle through these questions, students may begin to observe details of things happening<br />
in parts of the image, finding stories within the story/artwork.<br />
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Permission is granted to use Toolbox only with students for whom a current-year Experience Class Set is purchased.
NAME: _____________________________________________<br />
SHERMAN AND HIS ARMY<br />
MARCH TO THE SEA<br />
On September 2, 1864, Union General William Tecumseh Sherman and his<br />
troops moved into the city of Atlanta. Sherman ordered any remaining civilians<br />
to leave the city. His troops remained in town until the middle of November,<br />
when Sherman ordered the burning of all the main buildings in Atlanta.<br />
The city’s strength as a railroad and industrial center went up in smoke!<br />
Sherman’s army then set out across Georgia, intending to break the will of<br />
the South. The Union forces were massive, consisting of 5,000 cavalrymen<br />
and 57,000 infantrymen. The army split into two wings that cut a path of<br />
destruction through the heart of Georgia that was 40 to 60 miles wide!<br />
Officers ordered soldiers to destroy rail lines, factories, bridges, and anything else that could<br />
help the southern war effort. The soldiers were under strict orders to leave private homes and<br />
property alone, but those orders were sadly ignored. The state of Georgia was devastated.<br />
The army moved about 15 miles a day, reaching Savannah on December 21, 1864.<br />
Answer the questions. Use additional resources if necessary.<br />
1. What was the goal of Sherman’s “March to the Sea”?<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
2. Why did Sherman want to capture Atlanta? What was the importance of that city?<br />
Let’s Review<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
_____________________________________________________________________________________<br />
3. Why do you think Sherman’s soldiers ignored instructions and destroyed homes and<br />
businesses?<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
4. Sherman said the Union was “not only fighting hostile armies, but a hostile people.”<br />
What do you think he meant by that?<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
©Gallopade • All Rights Reserved • www.gallopade.com<br />
Permission is granted to use Toolbox only with students for whom a current-year Experience Class Set is purchased.
NAME: _____________________________________________<br />
ANDERSONVILLE PRISON<br />
STUDENT OBSERVATIONS AND CONCLUSIONS<br />
Primary Source Analysis<br />
Use the photograph<br />
and journal entries to<br />
answer the questions.<br />
Andersonville Prison, Ga., August 17, 1864 — Southeast view of stockade<br />
April 3 – We have stopped wondering at suffering or being surprised at anything. Can’t do the subject justice and so<br />
don’t try. Walk around camp every morning looking for acquaintances, the sick, etc. Can see a dozen most any morning<br />
laying around dead. A great many are terribly afflicted with diarrhea, and scurvy begins to take hold of some. Scurvy is a<br />
bad disease, and taken in connection with the former is sure death. Some have dropsy as well as scurvy, and the swollen<br />
limbs and body are sad to see. To think that these victims have people at home, mothers, wives and sisters, who are<br />
thinking of them and would do much for them if they had the chance, little dreaming of their condition.<br />
May 19 — Nearly twenty thousand men confined here now. New ones coming every day. Rations very small and very poor.<br />
The meal that the bread is made out of is ground, seemingly, cob and all, and it scourges the men fearfully. Things getting<br />
continually worse. Hundreds of cases of dropsy. Men puff out of human shape and are perfectly horrible to look at.<br />
Philo Lewis died today. Could not have weighed at the time of his death more than ninety pounds, and was originally a large<br />
man, weighing not less than one hundred and seventy. Jack Walker, of the 9th Mich. Cavalry, has received the appointment<br />
to assist in carrying out the dead, for which service he receives an extra ration of corn bread.<br />
Union soldier John Ransom, Andersonville Diary, 1864<br />
1. Look at the photograph and imagine you are a Union soldier held prisoner. What can you infer<br />
from the photograph about what your life was like in the summer of 1864 at Andersonville?<br />
2. Read the April 3 journal entry by John Ransom, a Union soldier held prisoner at Andersonville.<br />
What does his journal entry tell you about the conditions of the prison?<br />
3. Andersonville Prison opened in February of 1864. The original design was for 10,000 prisoners.<br />
Read the May 19 journal entry. Explain what you think was the cause for the illnesses.<br />
Be specific and use examples from both diary entries in your answer.<br />
4. Using the image, the journal entries, and what you know about the Civil War, write a journal<br />
entry for June 19.<br />
5. Based on the information in the journal, infer what may have happened to John Ransom.<br />
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CHAPTER 17<br />
NAME: _____________________________________________<br />
GEORGIA EXPERIENCE | GRADE 8 | UNIT 6<br />
GEORGIA’S ROLE IN<br />
THE CIVIL WAR<br />
SCAVENGER HUNT<br />
Interactive Workbook<br />
1. Find and highlight each of these items or facts in your Student Workbook:<br />
A. When the Confederate States of America officially formed<br />
B. The name of the Georgia leader who became vice president of the Confederacy<br />
C. Where the first conflict of the Civil War took place<br />
D. Where Union soldiers first attacked in Georgia<br />
E. The purpose of the Union blockade of Southern ports<br />
F. The definition of emancipate<br />
G. An explanation of the Emancipation Proclamation<br />
H. How Southerners and Northerners viewed the Emancipation Proclamation<br />
I. How slaves viewed the Union troops<br />
J. Why Union troops targeted Atlanta<br />
K. The name of the largest Civil War battle in Georgia<br />
L. The name of the general who led the Atlanta Campaign<br />
M. When Union troops burned Atlanta<br />
N. Where the Union troops headed after Atlanta<br />
O. When the Confederacy surrendered<br />
P. The location of the largest Confederate prison camp<br />
Q. A description of the conditions at Andersonville<br />
2. Circle and write PS by a primary source in each chapter of this unit.<br />
3. Draw a star beside the photo of the Georgian elected to be Vice President of<br />
the Confederacy.<br />
4. On the map on page 76, write the dollar amount of damage Sherman’s march<br />
caused in Georgia.<br />
5. Below the photo on page 77, write the number of men who died at Andersonville.<br />
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Permission is granted to use Toolbox only with students for whom a current-year Experience Class Set is purchased.
CHAPTER 17<br />
NAME: _____________________________________________<br />
GEORGIA EXPERIENCE | GRADE 8 | UNIT 6<br />
GEORGIA’S ROLE IN THE CIVIL WAR<br />
1. How did the Union blockade affect Georgia’s role in the Civil War?<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
2. How did the Emancipation Proclamation affect slaves?<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
3. How did the Emancipation Proclamation affect the Civil War?<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
4. What happened at the Battle of Chickamauga? How was it significant to Georgia’s role<br />
in the Civil War?<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
Study Guide<br />
5. What happened in Sherman’s Atlanta Campaign? How was it significant to Georgia’s role in<br />
the Civil War?<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
6. What happened in Sherman’s March to the Sea? How was it significant to Georgia’s role in<br />
the Civil War?<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
7. What was Andersonville’s role in the Civil War? What happened there?<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
©Gallopade • All Rights Reserved • www.gallopade.com<br />
Permission is granted to use Toolbox only with students for whom a current-year Experience Class Set is purchased.