Students learn how the Civil War began with the firing on Fort Sumter in the Charleston Harbor. Then they learn about the strengths and weaknesses of the North and South. Finally, they create a map showing the Union and Confederate states at the start of the Civil War.
Students examine a political cartoon about Abraham Lincoln’s 1860 election and read background text explaining how his election led seven southern states to secede and form the Confederacy, increasing tensions between the Union and the new Confederate government. They then respond to a collaborative wall prompt recalling what they already know about issues that led to the start of the Civil War.
Teacher MovesReview student wall responses and lead a discussion that surfaces key causes of the Civil War, including Lincoln’s election, southern secession, slavery in the South and new territories, and states’ rights versus federal authority. Ask students which cause they think was the main cause of the war, and clarify that most historians view slavery as the major cause of secession and the outbreak of war.
Students read an explanation of Fort Sumter’s location and strategic importance and how Lincoln’s decision to send provisions, Jefferson Davis’s demand for surrender, and the Confederate attack marked the start of the Civil War. They use the video and article Fort Sumter and the Civil War and Fort Sumter to learn more about these events, then complete a sequence graphic organizer identifying four major events from 1860–1861 that led to the outbreak of war. Finally, they read a brief description of the 34-hour battle and Major Anderson’s surrender.
Teacher MovesUse student entries in the sequence chart to check that they correctly identify and order key events leading to war, such as Lincoln’s election, South Carolina’s secession, the founding of the Confederacy, and the firing on Fort Sumter. Highlight additional important actions (Lincoln’s decision to resupply the fort, Davis’s refusal and attack, Anderson’s refusal to surrender) and reinforce how these steps escalated tensions into open conflict.
Students read about northern outrage and southern celebration after Fort Sumter, including northern mass meetings, Lincoln’s call for volunteers, and the blockade of Confederate ports, to see how both sides prepared for war. They use Strengths and Weaknesses: North vs. South and Civil War Historical Background to investigate each side’s advantages and disadvantages, then complete a drag-and-drop activity matching specific strengths and weaknesses (such as population, industry, trained officers, motivation, and home-field advantage) to the Union or the Confederacy.
Teacher MovesCheck student responses in the drag-and-drop activity against the provided answer key to ensure they correctly attribute strengths and weaknesses to the Union and Confederacy. Clarify misunderstandings about population, industry, military leadership, motivation, and geography, and connect these factors to how the war might unfold.
Students study several historical maps of the United States in 1861 using Map No. 1, Map No. 2, and Map No. 3 to identify Union, Confederate, and border states. They then use a blank digital map to create their own map of the United States at the outbreak of the Civil War, filling in states according to a key. Afterward, they answer a poll question about which statements are true of the border states.
Teacher MovesExplain that students will analyze historical maps and then construct their own map of the Union, Confederacy, and border states, showing a sample map as a model. After the poll, clarify that the border states (Delaware, Kentucky, Maryland, and Missouri) were slave states that did not secede from the Union, and note that West Virginia separated from Virginia in 1863 to become a new border state.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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