DOCSLIB.ORG

Study Guide for SS8H6 the Student Will Analyze the Impact of the Civil

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Study Guide for SS8H6 the Student Will Analyze the Impact of the Civil CIVIL WAR Story GUIDE 1861 1. Where was the first shot of the Civil War fired? Fort Sumter 2. Name the eleven states that left the United States and formed the Confederate States of America. Arkansas, Tennessee, North Carolina, South Carolina,Alabama, Mississippi, Texas, Georgia, Louisiana, Virginia, Florida 3. Who was the first and only president of the Confederate States of America? Jefferson Davis 4. What states were in the Eastern Theater of War? Virginia was eastern theatre Western theatre- every battle outside of Virginia 5. What was the first true battle of the Civil War where spectators came to watch in Virginia? Bull Run Give three facts about the North’s new hero, U.S. Grant. 6. loved to smoe cigars and problem with alcohol 7. failed at everything except military 8 hired an assistant to help keep him away from the bottle sight of blood made him gag 1862 9. The first major Union victory in the Western Theater was in Tennessee at the Battle of _________________________.Shiloh 10. Shiloh is a Hebrew word that means ________________.place of peace Name General Lee’s right and left arm of his army that each commanded half of his army? Jeb Stewart was his eyes 11. Right Arm – Stonewall Jackson- 12. Left Arm - Longstreet Give three facts about Stonewall Jackson’s life. 13. West Point Grad 1 14. Was a professor at VMI when the war started known for his religious beliefs, calm and battlefield genius. 15. never ate food he liked becasue he thought it was a sin, ate lemons on the battlefield 16.-18. After Lee’s great victory at Second Bull Run, he decided to invade the North. Give three reasons why he needed to invade. 1, England and France may join thier side with one more win 2. They could get much needed supplies 3. Many men from Maryland may join their army 19. Two Northern soldiers found Special Order 191 behind a tree. What Special Order 191? Lee's Battle Plan 20. What was the bloodiest single day in American History? Antietam Why was the Battle of Antietam important? 21. -it stopped Lee's invasion of the north 22. -B/C the Union(north)army did not lose, President Lincoln was able to issue the Emancipation Proclamation. 23. -B/C Lee did not win the battle on norther soil, England and France decided to wait on joining the south's side What three things did the Emancipation Proclamation do? 24. it stated that all slaves in the confederate states were free unless... 25. those states in the Confedereacy rejoined the union by January 1, 1863 26. it did not free any slaves in the border states(Maryland, Kentucky, Missouri, and Deleware 1863 27. What happened to General Stonewall Jackson that changed the war? 28. The Battle of ____________________Gettysburg was the bloodiest battle in American History! 29. General Lee decided to invade the North and fight one battle on Northern soil to end the war once and for all. Why did the battle of Gettysburg actually start on July 1st, 1863? It started by accident over shoes Gen AP Hill sent men into town looking for shoes, and the north and south met 30. On the last day of Gettysburg, General Lee sent 15,000 men across more than a mile of open ground to try and break the Northern center. It ended in defeat. What was the name of this famous charge? Pickett's Charge 31. What was the Battle of Gettysburg? --bloodiest battle in U. S. History 50,00 casualties, --Pickett's Charge --it failed and the north finally defeated Lee's army 2 Civil War in Georgia 32. What was the bloodiest battle in Georgia history? Battle of Ckickamauga 33. Who won the battle of Chickamauga? the south won but did not capture Chattanooga as planned 34. What was Andersonville? a prisoner of war camp for Union soldieers located in Georgia 35. How many Union soldiers died at Andersonville? 13,000 1864-65 36. After capturing the rail center of the south, Atlanta, what did Sherman do to the city? (pg. 273) set the city on fire/ Burning of Atlanta 37. Where did Sherman’s March to the Sea start and end? started in Atlanta and ended in Savannah 38. What did Sherman’s army destroy in Georgia on his march to the sea? all military targets and any civilian economic system the supported the Confederacy including homes, businesses, farms, etc 39. What did General Sherman give Abraham Lincoln as a Christmas present in 1864? 25,00 bales of cotton and the city of Savannah that was captured 40. Where did Lee surrender to Grant to end the war? Appomattox Court House in Virginia 3 .
Load more

Recommended publications
  • The Civil War
    ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ The Civil War W elcome! Travel with us to a time when the United States was almost divided in two and brother fought against brother. By choosing this study, you are about to offer your child a hands-on look at this amazing history! Our history studies are focused on capturing the child’s attention with short, concise reading lessons and several hands-on projects that will drive each lesson home in a creative way. The “twaddle-free” projects are designed to encourage penmanship, vocabulary, creative writing and composition, critical thinking, and imagination. With over forty Lap BookTM, notebook, and cooking projects—as well as games and other activities—you have a wide variety of choices to capture your child’s interest! Each lesson includes fact-filled, engaging text, created to be all you need for a compact assignment. Should you or your child wish to expound on a subject, a variety of books, videos, and further avenues of research are available in the “Additional Resources” section. This study can also act as an excellent accompaniment to any American history program. You will want to print out all the Teacher Helps beforehand and brief yourself on the lessons and supplies needed. A one-page Lesson Plan Schedule is offered for ease of seeing at a glance what’s coming in each lesson, allowing you to prepare ahead of time. You will want to preview the Project Pages in advance to help you with gathering the materials for the projects you choose to do. Most of the supplies are household items you will have around the house.
    [Show full text]
  • Using Communication Theory in the Analysis of Controversial Gettysburg Orders
    USING COMMUNICATION THEORY IN THE ANALYSIS OF CONTROVERSIAL GETTYSBURG ORDERS John D. Wedo and Terrence L. Salada Many controversies surrounding historical battles center on orders. The outcome of combat, victory or loss, might be partly due to certain features of commands issued before or during fighting: Were they received on time? Were they obeyed? Were they clear? Did they allow for proper judgment on the part of the receiver? For example, were the instructions sent from Washington, D.C, to commanders in the Pacific before the Pearl Harbor attack explicit enough? Such inquiry is particularly apt for the American Civil War, for which even today historians still parse certain controversial orders: Did Confederate General Robert E. Lee's directives to General James (Jeb) Stuart give him the discretion to ride around the Federal army during the Gettysburg campaign? This paper analyzes several contentious messages from that campaign employing characteristics of communication theory (CT). The Gettysburg campaign ran from June 3, 1863, to July 14, 1863, and is considered by many to be the most controversial of the war. After reviewing the characteristics relevant to battle orders, the paper then offers examples of other historical orders, often considered successful or unsuccessful from both the Civil War and World War II. Analysis of controversial commands is usually done in situ, discussing only the situation, transmitter, message, medium, receiver, and the result without comparison. Alternately, the core of this paper examines five 1 controversial Gettysburg orders, applying CT precepts and measuring the conclusions against other successful and unsuccessful orders. Analysis of orders is a critical step in clarifying either why a battle occurred or why it occurred as it did.
    [Show full text]
  • “The Largest Men We Have Seen”: the Twenty-Seventh Indiana Infantry, 1861-64
    BLAKE BENHAM “The Largest Men We Have Seen”: The Twenty-Seventh Indiana Infantry, 1861-64 any regiments in the American Civil War are reflected upon in a positive light for their heroism and self-sacrifice, yet perhaps none is more deserving of such glorified remembrance than the Twenty- Seventh Indiana Volunteer Infantry Regiment. Comprised of around 1,181 officers, privates, and young musicians from numerous south- central Indiana counties, the Twenty-Seventh answered President Abraham Lincoln’s call to arms and began serving for the Union in September of 1861.1 This unusually tall group of men intimidated, and at the same time eclipsed in height, the enemy regiments in the cornfields at Antietam, en route to discovering the lost orders of Confederate General Robert E. Lee. This chance occurrence subse- quently led to a Union victory on the Maryland battlefield and poten- tially altered the course of the conflict. In addition to providing a thor- ough historical account of the Twenty-Seventh Indiana Infantry, the intent of this paper, aided by the use of personal letters, newspapers, military correspondence, and secondary texts, is to acknowledge the regiment’s illustrious lore and the contributions it made to the Union victory. The Twenty-Seventh Indiana Infantry ultimately proved to be a truly unique and particularly successful regiment for the Union army. Recruitment commenced in 1861 after Lincoln’s plea for more man- power and also in coordination with the Union loss at the first Battle of Bull Run, which contributed heavily to the strong anti-Confederate sentiment present in the regiment.2 The Twenty-Seventh was divided 38 THE TWENTY-SEVENTH INDIANA INFANTRY into 11 companies, each representing a different Indiana county.
    [Show full text]
  • Indiana Legion Issue 3-15
    The Indiana Legion ORlando A summers Camp #1 kokomo John W. Foster Camp #2 Evansville Champion hill camp #17 huntington William P Benton Camp#28Centerville David D Porter Camp #116 valparaiso John B Anderson camp #223 columbus Ben Harrison Camp #356 Indianapolis Newsletter of the Sons of Union Veterans of the Civil War, Department of Indiana William R. Adams – Commander Issue 3-15 Greetings to all Brothers: I just wanted to take a moment to comment on a few items for all of us to consider now that summer is coming to an official end. Fall brings many of us back to our regular camp meetings. Depending on your camp, your meetings may not have been held regularly over the summer. This is not unusual due to vacations and each camp working projects or attending events where we can make more people aware of the SUVCW. I know for Porter Camp the summer is one of our busiest times attending local festivals and historical events. It seems almost a relief to get back to the regular meetings and the meals we share before the meeting. But as we get back in our meeting routine please remember that we need to make them more than just fellowship time with our Brothers. There are a number of areas we can always be improving and finding better ways to continue the memory of the Boy’s in Blue. Examples of this can be improving our camp newsletters to be sure all members are included in our camps information and plans. This can make those far away feel some sense of belonging if they can’t always attend.
    [Show full text]
  • Zeit/Geschichte: Amerikanische Alternate Histories Nach 9/11
    Birte Otten Zeit/Geschichte Amerikanische Alternate Histories nach 9/11 Dissertation zur Erlangung des philosophischen Doktorgrades an der Philosophischen Fakultät der Georg-August-Universität Göttingen 1. Gutachter: Prof. Dr. Frank Kelleter 2. Gutachterin: Prof. Dr. Barbara Buchenau Göttingen 2012 Inhalt Inhalt 1. Einleitung: Disparitäten und Konvergenzen....................................................... 1 2. Alternate History ................................................................................................... 23 2.1 Entwicklungsgeschichte und Begriffsverständnis ............................................ 24 2.2 Zwischen Fakt und Fiktion: Historiographie und Dichtung ............................. 32 2.3 Kontrafaktische Geschichte: Ziele und Funktionen.......................................... 42 2.4 Alternate History als Science-Fiction............................................................... 50 2.5 Kontrafaktische Literatur und der postmoderne historische Roman ................ 57 2.6 Korpus und Methodik: Alternate History in Zeit und Raum............................ 66 3. Der 11. September 2001 im öffentlichen Diskurs.............................................. 71 3.1 9/11 als historisches und mediales Ereignis ..................................................... 72 3.2 Konstruktion eines politischen Diskurses......................................................... 83 3.3 9/11 als kulturelle und literarische Zäsur? Kontinuität und Bruch................... 93 3.4 Traumatische Geschichte(n) und geschichtliches
    [Show full text]
  • Antietam: a Failure to Achieve Victory
    - Antietam: A Failure To Achieve Victory Honors Project In Fulfillment of the Requirements for The University Honors College University of North Carolina at Pembroke By Thomas Jordan Martin ~ History March 20, 2006 Date: 5- Z¥z dlH> Date: 5-2'2-/Zt?d6 Date: ~~£ ,J I Thomas 1. Martin Antietam: A Failure to Achieve Victory Cage AS 36 .N6 P458 .­ 2006 no. 6 Acknowledgments The paper, "Antietam: A Failure to Achieve Victory," is an insight into the events that occurred during the Maryland Campaign ofthe American Civil War. It examines key events that altered both the course ofbattle and American history. This paper would not have been completed without the assistance from Dr. Jeff Frederick, history professor at the University ofNorth Carolina at Pembroke. ~ , Thomas 1. Martin Antietam: A Failure to Achieve Victory ~ Table ofContents CHAPTER PAGE Introduction 1 Confederates Move North 1 McClellan at the Helm, Again 5 Harper's Ferry 6 Special Order 191 8 The Taking ofHarper's Ferry 13 The Battle of South Mountain 15 $ The Battle ofAntietam: Strategy 18 The Battle 21 The Beginning ofthe End ofNational Recognition 27 Conclusion 30 Bibliography 33 Appendix A Map 35 Appendix B Dunker Church 36 Appendix C Bloody Lane 37 Appendix D Burnside's Bridge 38 , , Thomas J. Martin Antietam: A Failure to Achieve Victory ABSTRACT ANTIETAM: A FAILURE TO ACHIEVE VICTORY by, Thomas Jordan Martin History University ofNorth Carolina at Pembroke May 6, 2006 The Battle ofAntietam was a turning point in the course ofthe Civil War. Prior to the battle, Confederate troops were on the offensive in Northern territory and ~ were hoping to achieve a decisive victory against their Union foes.
    [Show full text]
  • Battles of Antietam & Fredericksburg
    Battles of Antietam & Fredericksburg - 1862 The Uphill Battle Tabitha M. Richards Overview: "The army that holds the high ground wins; the army with superior numbers wins." During the American Civil War more than once this ideal was proven wrong. This lesson explores the battles of Antietam and Fredericksburg in 1862. It compares how numbers were outweighed by topography and prior knowledge of battlegrounds, but also how superior numbers claimed victory. Students will use topographic maps to form a conjecture as to which side will win the battle. Connection to National Geography Standards: Geography Standard 1: How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information. Geography Standard 13: How the forces of cooperation and conflict among people influence the division and control of Earth's surface. Geography Standard 15: How physical systems affect human systems. Geography Standard 17: How to apply geography to interpret the past. Connection to Oregon Geography Content Standards: HS.14: Create and use maps, technology, imagery and other geographical representations to extrapolate and interpret geographic data. HS.15: Analyze and illustrate geographic issues by synthesizing data derived from geographic representations. HS.22: Analyze how humans have used technology to modify the physical environment (e.g., dams, tractor, housing types). Connections to Common Core: CCSS.ELA-Literacy.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. CCSS.ELA-Literacy.RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
    [Show full text]
  • Antietam Trail Guide
    THE ANTIETAM BATTLEFIELD HISTORIC TRAIL MASON-DIXON B.S.A. HIKER'S GUIDE HISTORIC TRAILS AWARD BS A PART I MASON-DIXON TRAILS The Mason-Dixon Trails Program was organized by the Mason-Dixon Council, Boy Scouts of America, to provide additional outdoor program oppor­ tunities for its many members and friends. It consists of an awards program that provides recognition for participants, after they have hiked each of the four trails described below. A medal of achievement will be awarded after all four of the individual trail emblems have been earned. Guide books for the trails may be obtained by writing to: Mason-Dixon Council, 18600 Crestwood Drive, Hagerstown, Maryland 21742, telephone no. 30 I /739-1211. These booklets provide complete details concerning trail access, maps, camping faci lities and other pertinent information. ANTIETAM BATTLEFIELD HISTORIC TRAIL THE ANTI ET AM BATTLEFIELD HISTORIC TRAIL The 10~ mile hike across the historic Antietam Battlefield is designed to help participants become familiar with the locations and descriptions of the fate­ ful events which occurred over the fannJands around Sharpsburg, Md. on Sep­ tember 17, 1862. Southerners named it the Battle of Sharpsburg; Northerners, the Battle at Antietam Creek; the single bloodiest day of fighting in American military history! Hiking this trail provides an opportunity for groups to utilize the battlefield campground. Hikers have the privilege of retracing the path of historical terrain of little change since 1862. Hikers camped at Rohrbach will start the walk from that point; others will start from the Visitor Center. Check in at the Visitor Center before or during the hike.
    [Show full text]
  • The Role of Intelligence in the Civil War Part II: Support to Military Operations Lecture Two: Union Intelligence in Transition – Mcclellan, Burnside, Hooker
    The Role of Intelligence in the Civil War Part II: Support to Military Operations Lecture Two: Union Intelligence in Transition – McClellan, Burnside, Hooker No Professional Military Intelligence Structure: As we will see, until 1863, neither side created a professional Military Intelligence structure – relying instead on civilians & amateurs. Commanders also tended to do their own analysis. Why?! At that time, the conduct of military intelligence was considered a “ function of command,” which any professional soldier could perform. It did not require any special skills. Like: “Anyone can cook.” MCCLELLAN APPROACH – ARROGANCE & AMATEURS • We saw in Part I, how Allen Pinkerton was hired by Samuel Felton , President of Philadelphia, Wilmington & Baltimore RR to protect Lincoln - which he did. On 21 April (9 days after attack on Ft. Sumter) Pinkerton wrote to Lincoln offering his services to start: “obtaining information on the movements of traitors, or safely convey your letters or dispatches.” Before the President could respond, Maj. Gen. George B. McClellan asked Pinkerton to set up a military intelligence service for McClellan’s command – the Division of the Ohio. Pinkerton agreed and, with several detectives, headed for McClellan’s HQ in Cincinnati. Pinkerton remained a civilian, but took a new cover alias – Major E.J. Allen. o Allen Pinkerton Background : Born, Glasgow (1819). Came to U.S. at age 23, worked as deputy sheriff & Chicago policeman. In 1850, founded his own agency. Created early “Detectives Code of Conduct” – “no addiction to drink, smoking, card playing, low dives or…slang.” o The sign on his HQs was a huge eye & company motto: “We Never Sleep.
    [Show full text]
  • Intelligence in the Civil War Lecture Three
    Tradecraft and Technology – Intelligence in the Civil War Lecture Three: Union Intelligence in Transition – McClellan, Burnside and Hooker A. McClellan Approach – Arrogance & Amateurs • McClellan hired Pinkerton to set up a military intelligence service for his command. • Pinkerton collected useful information from spies in Richmond and by interviewing POW’s and deserters; but he performed no collation, validation or analysis. • Pinkerton’s strength (OB) estimates for Lee’s army were inflated due to flawed methodology in his calculations • McClellan used these civilian amateurs and politicized intelligence to suit his purposes. • Pinkerton worked for a general who did not really use intelligence except to justify his own dislike of fighting. B. Lee Approach – No Organized Intelligence Staff • Lee’s Hqs received information; but lacked dedicated staff to sort, evaluate and analyze it to produce finished Intelligence • Lee recognized key tactical intelligence and acted on it – based on his long experience, judgment & natural aggressiveness. • Lack of resources to maintain Union Order of Battle and other data proves to be a key failing against more capable opponents. C. Lost Special Order 191 – Greatest Intelligence Coup of Civil War • September 1862: Lee invaded Maryland in a bold strategic move to end the war. • McClellan was given a lost copy of Lee’s Special Order 191 (outlining his plan for the campaign) • McClellan had Lee’s plan; but, through delay and caution, squandered the opportunity to destroy his opponent. • Battle of South Mountain – successful Confederate holding action to buy time for Lee’s forces to gather. • Battle of Antietam: Bloodiest day in American history (23,000 casualties) was a tactical intelligence failure for McClellan, who missed several opportunities to win battle, destroy Lee’s army and end the war.
    [Show full text]
  • Maryland Civil War Heritage Area Vision
    Maryland Civil War Heritage Area Management Plan Appendix A: Timeline of Civil War Events The following is a timeline of significant Civil War events that happened in the three counties of the heritage area:26 1857 March 6 Dred Scott decision handed down by the United States Supreme Court, with majority opinion written by Chief Justice Roger Brooke Taney, former resident of Frederick. 1859 Oct. 16 - 17 John Brown and followers, after three months of preparation while in hiding in Washington County, attack United States Arsenal at Harpers Ferry. 1861 April 26 Maryland’s governor, at President Lincoln’s suggestion, convenes Maryland’s General Assembly in pro-Union Frederick. Sessions are held sporadically until September, when pro-Southern legislators are arrested by Federal troops to ensure Maryland’s loyalty. 1862 Jan. 5-6 Hancock bombarded by Confederate forces. Sept. 4 Robert E. Lee and the Army of Northern Virginia invade Maryland. Sept. 6-12 Frederick and surrounding region occupied by Confederate forces. Sept. 10 Barbara Fritchie allegedly defies Rebel troops by waving the U.S. flag, an incident later immortalized by John Greenleaf Whittier’s poem. Sept. 11-12 Westminster occupied by Confederate forces. Sept. 11-16 Hagerstown and surrounding region occupied by Confederate forces. Sept. 12 Skirmish in Frederick between Union and Confederate cavalry forces. Sept. 13 Lee’s “Lost Orders,” detailing his army’s movements, found near Frederick by Union forces. Sept. 14 Battle of South Mountain. Sept. 17 Battle of Antietam. Oct. 1-4 Lincoln visits Antietam, Frederick, and Burkittsville. 1863 June 28 J.E.B. Stuart’s Confederate cavalry forces enter Maryland on their way to Pennsylvania.
    [Show full text]
  • Bookmarks Fall 2016 // September · October · November
    BOOKMARKS FALL 2016 // SEPTEMBER · OCTOBER · NOVEMBER Bold New Look PAGE 1 One Maryland, One Book PAGE 2 FCPL.ORG THE FCPL MARK Inspiration, Symbolism & Representation Our mark is the visual shorthand that representsfcpl’s the vision of our brand.new look FCPL is at the forefront of information sharing and knowledge creation, working everyday to stay on the cutting edge as a leading center for education, programs, and events that contribute to a more vibrant community. Our mark is the visual representation of this ideal. “The new logo Bold New Look has clean lines Coming soon to a library near you! the passion to provide our community Frederick County Public Libraries (FCPL) with a place to discover, grow, and share." and includes our presents a brand new logo reflecting “From the start, FCPL’s goals were clear. both the many digital and print resources They wanted to define who they were as name for easy offered to this community, as well as a a brand and create an identity that would safe, comfortable meeting environment represent their characteristics and who identification. to gather and share ideas. they were to the public in a bold way. T The new FCPL logo, which is being With brand attributes such as vibrancy, FCPL is on the introduced in conjunction with a innovation, and community—and a need redesigned library website (fcpl.org), is for extreme flexibility of use—we knew that cutting edge as bold, colorful, and indicative of how your only a strong, simple mark would work, but local library is evolving to meet the needs we also needed it to tell a story … be unique Icongraphya leading center ofReading the community, Material from babies to seniors.
    [Show full text]