|The Civil War and South Carolina|
A reporter digs up facts and lets the public know what they
discovered. Just like a coin, stories have at least two sides. It
is important for reporter to look at every event or "story" from all
sides so you can "Report" all the information. That way people
are informed and can make better decisions.
For this quest I want you to be a reporter, and
you gather the facts I want you to present your report to the
class. You will be working in teams, so reporters get ready
travel through history gathering information on the Antebellum Period
and the Civil war. Your mission will be to discover the similarities
and differences between the North and South regions during the Antebellum period. You will need to dig "behind the scenes"
uncover why people made decisions they did that "changed the course of
You will break up into teams of three and explore the
As you travel to each place, gather
information to answer your questions.
The objectives for this lesson
are listed on the teacher page.
On your Quest your team will analyze
leading up to
war. There will be various activities and worksheets along the way. As
you go it may be helpful to keep a list of both the North and
South’s positions on
country’s affairs during the Antebellum Period. Also, your
should determine how the state of South Carolina has been affected by
the events of the civil war.
Teams will create a presentation to be shown to the class which includes
the positions of the North and South during the Antebellum Period and a time line of events you find important. Your
team will create a poster, video or power point for your presentation.
Teams: You are being placed in teams of three to
your research on the events which lead up to the Civil War and key
events in South Carolina during the
Positions: Head Researcher
You can keep the same roles throughout
the Quest or you can rotate roles.
Decide among the members
your team what you would like to do.
If you can't come to an
agreement then rotate roles each day.
Each Day Listed will be a 40-60 minute class period.
will need access to the Internet, Microsoft Word, Adobe reader and Real
Player (a link for a free download of Real Player is HERE) .
First, your team will begin by reviewing the definition of a Region. Click here and read the
three paragraphs on Region.
Second, Watch the
introducing the events leading to the civil war.
them think of the following questions.
did the economies of the
North and South differ before the Civil War?
•Why was slavery so
important to the South?
What does this mean?
What is an abolitionist? Who were the Grimke Sisters?
Explore the book chapter below and read Section 1.
While you read together think of the questions
3 and 4
the sites below to gain
information you will be using for your presentation to the class.
Remember to gather facts for the North and
South point of view, how South Carolina was affected by the Civil
war and your time line.
* The Confederacy
* First Battle at Fort Sumter April 12, 1861
caused the Civil War? (this takes a while to load)
American Civil War
the fighting-The destruction of Charleston
* A Civil War Time Line *Missouri Compromise Student's guide (recommended resource of Lucy)
Use the cards to answer the questions HERE.
You can click on each card for more information too.
After viewing the information
pages click the arrow in the top left corner of each page to return to
Days 6 and 7
It's time for your team to get creative and design
a presentation to share with the class. Use the resources above to help you in creating your presentation. You may use a
board, a video or power point to create your presentation.
A couple examples of video projects are HERE, and HERE.
Just be sure to incorporate a time line in your
project of choice and list
both the North and South’s positions on the
country’s affairs during the Antebellum Period including the Abolitionist movement. Also, your
should illustrate how the state of South Carolina has been affected by the events of the
you now know why people fought the war? People had many reasons.
You discovered many new facts and ideas while reporting!
war lasted four years, but our country is still dealing with the
effects of the war. In what ways do you think the war has
affected South Carolina today?
Here are some other websites and activities you may
want to try:
* President Abraham Lincoln * Civil War Battles
* Rice Crops and Plantations
* South Carolina History
* North and South
* On the Home Front
back to top
Cross Curriculum Quick Questions
the mid-1800s, a man working in a textile mill
make $5 a week. If the average work day was 12 hours and the work week
was five days,
how much did a male textile worker make an
$ 1 (one days pay)
5 (days) = $ 5 for the week
__________ x __12________
(one days pay)
*In 1851, an “express” train made the 136-mile
Charleston to Hamburg in 6 hours. What was the average speed
You will be given a
score for your two worksheets. 10 points possible for Chronological cards questions and 6 points possible for the Antebellum.
The Rubric is for scoring your final project and your cooperative group skills/on task points.
Extra credit Cross Curriculum Quick Questions, 2 points for each correctly answered question.
|Civil War and South Carolina Rubric|
presentation shows little understanding of the main concepts: North and
South positions, time line, and affect on South Carolina ||The
presentation shows some understanding of the main concepts: North and
South positions, time line, and affect on South Carolina ||The
presentation shows an understanding of the main concepts: North and
South positions, time line, and affect on South Carolina ||The
presentation shows comprehensive understanding of the main concepts:
North and South positions, time line, and affect on South Carolina |
|On Task Skills||Off task and needed 3 or more prompts daily. ||Needed reminders on a consistent basis 1 to 2 daily to stay on task||Stayed focused most of the time with few reminders, 1-3 weekly.||Focused and on task all of the time |
|Worksheets|| Scored as percentage of number correct.||Scored as percentage of number correct.||Scored as percentage of number correct.||Scored as percentage of number correct.|
|Total points out of forty possible = |
What Is a Region?
study regions to learn about different places. The United States is
divided into many types of regions. Each region has features that make
it different from others. Regions
of the United States can be divided
by location. The four regions are the Northeast, the
Midwest, and the West.
The country can also be
regions with similar landforms. For example, the Rocky
has many steep mountains. The Great Plains region has flat land.
Geographers divide regions
by climate, too. Regions in the Southwest get more
sunshine than regions in the Northeast.
can also be based on the goods people produce. The Corn Belt in the
Midwest produces more corn than any other region. Regions can also be
areas where people speak the same language or share the same
can change. Silicon Valley used to be a fruit
growing region. Now, computers are its main business.
resources in a region help people decide which crops to grow and which
goods to produce. For example, Georgia's climate is very good for
growing peaches, so many farmers in Georgia grow and sell peaches. If a
business makes a lot of one product it costs less to produce it.
Specialization results when people make goods using the resources they
Today all regions of the United States are interdependent.
People trade with other regions for resources and products they do not
have. Trading gives consumers a bigger variety of things to buy. When
people in one region decide to produce something, it affects people in
other regions. Back
of Regions during the Civil War
North and South 1800-1860
the South, farming was the most important business. Huge plantations
had many enslaved workers. Small farmers grew food and crops. The North
also had farms but many people moved to cities. They worked in
factories, making textiles, shoes, tools, and other things. By 1860,
more than half of Northerners lived in cities.
tariffs on imported goods. These tariffs helped factories in the North.
There were few factories in the South. Prices for manufactured goods
were high. People blamed high prices on the tariffs and on the North.
President John Calhoun said the tariffs were unfair. He argued for
states’ rights. He said the Constitution did not let the federal
government set tariffs. People in the North and South continued to
argue about tariffs and slavery. This increased sectionalism throughout
- Secession noun, when part of a country leaves or
breaks off from the rest
- Confederacy noun, states that separated from the
Union and formed a Confederation
- Civil War noun, a war between two groups or
regions within a nation
Click Here to return
grew between the North and South. Southerners thought abolitionists
would start slave rebellions. Some southerners wanted to leave the
Union. Northerners were afraid slavery would spread. Americans who
opposed slavery formed the Republican Party. Republicans opposed
slavery in the territories.
Abraham Lincoln was a Republican.
He was born in Kentucky, a slave state. He was raised on a farm in
Illinois, a free state. His family was poor. He did not go to school,
but he read a lot. Lincoln became a lawyer and a political leader.
1858, Lincoln ran for Senate in Illinois against Stephen Douglas. They
debated so people could hear their ideas. Douglas wanted popular
sovereignty for territories. He did not think slavery was wrong.
Lincoln said slavery was evil, but he did not support abolition.
Lincoln lost, but the debates made him famous. Many southerners thought
he wanted to abolish slavery.
Lincoln ran for president in 1860. He
was the only candidate against slavery. He won, but the election showed
that the country was divided. No southern states voted for Lincoln.
Some southerners said the federal government was too strong. They said
tariffs and laws to limit slavery threatened states’ rights. Some chose
secession to protect their right to enslave people.
1860, South Carolina left the union. In all, eleven southern states
formed the Confederacy. Jefferson Davis was president. Lincoln wanted
unity and peace but it was too late. Confederates attacked Fort Sumter
on April 12, 1861. Lincoln called for men to fight the rebellion. The
Civil war began.
The Soldier’s Life Men from all over the country
fought in the Civil War. Many soldiers hoped for excitement but found
terror on the battlefield. Life in the camp was hard. Soldiers lived in
tents. The food was not good. Confederate soldiers din’t have enough
food. Many soldiers were killed by new rifles. However, twice as many
died from diseases. At first almost all the soldiers were white men.
About 180,000 African Americans served in the Union army. Immigrants
from Ireland, Germany, and Italy also fought for the Union. American
Indians fought on both sides. Thousands of boys went into battle even
though they were too young. Some boys were drummers who sent signals
during battles. Women on both sides disguised themselves as men and
joined the army. Women also worked as spies. More than 3,000 women in
the North and many women in the South nursed the sick and wounded. One
nurse, Clara Barton, later founded the Red Cross.
On the Home
left their families to go to war. The families made up the home front.
With men gone, women took on new tasks. They ran farms and businesses.
They sewed uniforms, knitted socks, made bandages, and raised money.
of the battles were in the South. Civilians in the North could not see
the war happening. Mathew Brady used the new technology of photography
to show them. He took pictures of soldiers in camp and on the
battlefield. People in the South saw their cities, homes, and barns
destroyed in the war.
Inflation, a rise in prices, made food very
expensive. Soldiers and civilians in the South often did not have
enough food to eat. Enslaved people also suffered, but they thought the
war would bring freedom. The Emancipation Proclamation in 1863 gave
them hope. News of emancipation did not get to Texas until June 19,
1865.That day is celebrated as Juneteenth, the day slavery ended, in
many parts of the South. Click Here to return
Civil War and South Carolina Web Quest
by Janet Chapman
Graduate Student College of Charleston
Web Quest is designed with the goal of providing an interesting
environmnet to promote exploration of facts to further the knowledge of
your students in the Civil War.
will become reporters, digging up information and being provided with
some questions they need to answer. The quest also directs the
students to interesting links to find the answers. These links contain
photos, videos, and music. Just like real reporters, the students must
cooperate to gather information, look for the information that is most
correct, and report all the facts from both points of view to the
class. In addition to basic facts, the students should try to determine
why the Civil War was fought and how it has affected South Carolina.
- The students need Real Player downloaded on their
computers. A link for a free download is HERE.
- Adobe Reader and Internet access are also necessary.
- power point software, flip cameras or other means to make movies, and poster boards
- glue, markers, crayons, scissors
students should already be familiar with the computer and navigating to
and from websites. Students should be familiar with video cameras
and "youtube" if choosing to make a movie for their presentation,
otherwise time should be scheduled to teach those skills prior to this
lesson. Parental permission for making videos is highly
suggested. The focus for social studies in grade three is South
Carolina, which students explore in terms of the state’s varied
geography and the diversity of its people and history. Students begin
to understand South Carolina’s role and place in the foundation and the
continuing history of the United States. This web quest lesson is
designed to take seven class periods with a duration of forty to sixty
minutes per period. Standards
The student will demonstrate an understanding of the events that led to
the Civil War, the course of the War and Reconstruction,
and South Carolina’s role in these events.
3-4.1 Compare the conditions of daily life for various classes of people in South Carolina, including the elite, the middle class, the lower class, the independent farmers, and the free and the enslaved African Americans. (H, E)
3-4.2 Summarize the institution of slavery prior to the Civil War, including reference to conditions in South Carolina, the invention of the cotton gin, subsequent expansion of slavery, and economic dependence on slavery. (H, E, P)
3-4.3 Explain the reasons for South Carolina’s secession from the Union, including the abolitionist movement, states’ rights, and the desire to defend South Carolina’s way of life. (H, P, E)
3-4.4 Outline the course of the Civil War and South Carolina’s role in significant events, including the Secession Convention, the firing on Fort Sumter, the Union blockade of Charleston, and Sherman’s march through South Carolina. (H, G)
3-4.5 Summarize the effects of the Civil War on the daily lives of people of different classes in South Carolina, including the lack of food, clothing, and living essentials and the continuing racial tensions. (H, E)
3-4.6 Explain how the Civil War affected South Carolina’s economy, including destruction of plantations, towns, factories, and transportation systems. (E, H)
3-4.7 Summarize the effects of Reconstruction in South Carolina, including the development of public education, racial advancements and tensions, and economic changes. (H, E, P)
Student will understand the Abolitionist movement as demonstrated by
answering three questions from teacher created worksheet with 80
percent or greater accuracy.Credits
2. Student will show
an appreciation of the differences in cultures and economies of the
Northern and Southern states as demonstrated by their presentation
3. Student will understand the sequence
of events leading to the civil war as demonstrated by the creation of a
time line with 80 percent or greater accuracy.
4. Student will understand the events
leading up to the civil war as demonstrated by answering ten questions
on teacher worksheet with 80 percent or greater accuracy.
to thank all the links cited in this Web Quest for the information they
provided in making this project. I hope you will visit these sites many
more times to learn more about the American Civil War! Back to Geared4Success website.