2008 CURRICULUM FRAMEWORK

UNITED STATES HISTORY TO 1877 1865

This is the crossover document that includes the 2008 revisions to the 2001 Curriculum Framework.

Spring 2010 tests will cover the 2001 standards, but will include field-test items from the 2008 revision. The following year (spring 2011), tests will be based upon the 2008 revision.

Added to the third grade 2008 Curriculum:

• The five Oceans (US1.2a); the St. Lawrence River (US1.2c); Key Geographic Features - US1.2d; Cactus Hill archeological site (US1.3a); Lakota indians replaced Sioux (US1.3b); Indian Resources (US1.3c); Development of Constitution(US1.7b); term Entrepreneur (US1.8c);

Deleted from the 2008 Curriculum:

STANDARD USI.2a

The student will use maps, globes, photographs, pictures, or and tables to

a) locate the seven continents and five oceans.

• Continents are large land masses surrounded by water.

STANDARD USI.2b

The student will use maps, globes, photographs, pictures, or tables to

b) locate and describe the location of the geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range.

• Georgaphic regions have distinctive characteristics.
  

Where are the geographic regions of North America located and what are their physical characteristics?

Coastal Plain

• Located along the Atlantic Ocean and Gulf of Mexico
• Broad lowland providing many excellent harbors

Appalachian Highlands

• Located west of Coastal Plain extending from eastern Canada to western Alabama; includes the Piedmont
• Old, eroded mountains (oldest mountain range in North America)

Canadian Shield

• Wrapped around Hudson Bay in a horseshoe shape
• Hills worn by erosion and hundreds of lakes carved by glaciers
• Holds some of the oldest rock formations in North America

Interior Lowlands

• Located west of the Appalachian Mountains and east of the Great Plains
• Rolling flatlands with many rivers, broad river valleys, and grassy hills

Great Plains

• Located west of Interior Lowlands and east of the Rocky Mountains
• Flat land that gradually increases in elevation westward; grasslands

Rocky Mountains

• Located west of the Great Plains and east of the Basin and Range
• Rugged mountains stretching from Alaska almost to Mexico; high elevations
• Contains the Continental Divide, which determines the directional flow of rivers

Basin and Range

• Located west of Rocky Mountains and east of the Sierra Nevadas and the Cascades
• Area of varying elevations containing isolated mountain ranges and Death Valley, the lowest point in North America

Coastal Range

• Rugged mountains along the Pacific Coast that stretch from California to Canada
• Contains fertile valleys

STANDARD USI.2c

The student will use maps, globes, photographs, pictures, or and tables to

c) locate and identify the water features important to the early history of the United States:
Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande,
St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico.

• The United States has access to numerous and varied bodies of water.
• Bodies of water support interaction among regions, form borders, and create links to other areas.

STANDARD USI.2d -- NEW

The student will use maps, globes, photographs, pictures, or and tables to

d) recognize key geographic features on maps, diagrams, and/or photographs.

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STANDARD USI.3a (was US1.3c)

The student will demonstrate knowledge of how early cultures developed in North America by

a) describing how archaeologists have recovered material evidence of ancient settlements including Cactus Hill.

STANDARD USI.3b (was USI.3a)

The student will demonstrate knowledge of how early cultures developed in North America by

b) locating where the American Indians lived, with emphasis on Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota Sioux), Southwest (Pueblo), and Eastern Woodland (Iroquois).

• Prior to the arrival of Europeans, American Indians were dispersed across different environments in North America.

In which areas did the American Indians live?

American Indians lived in all areas of North America.

• Inuit inhabited present-day Alaska and northern Canada. They lived in Arctic areas where the temperature is below freezing much of the year.
• Kwakiutl homeland includes the Pacific Northwest coast, characterized by a rainy, mild climate.
• Lakota people Sioux inhabited the interior of the United States, called the Great Plains and characterized by dry grasslands.
• Pueblo tribes inhabited the Southwest in present-day New Mexico and Arizona, where they lived in desert areas and areas bordering cliffs and mountains.
• Iroquois homeland includes northeast North America, the Eastern Woodland, which is heavily forested.

Where do American Indians live today?

Members of these tribes live in their homelands and in many areas of North America today.

STANDARD USI.3c

The student will demonstrate knowledge of how early cultures developed in North America by

c) describing how the American Indians used the resources in their environment.

STANDARD USI.4a

The student will demonstrate knowledge of European exploration in North America and West Africa by

a) describing the motivations, obstacles, and accomplishments of the Spanish, French, Portuguese, and English explorations.

• Major European countries were in competition to extend their power into North America and claim the land as their own.

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STANDARD USI.4b

The student will demonstrate knowledge of European exploration in North America and West Africa by

b) describing cultural and economic interactions between Europeans and American Indians that led to cooperation and conflict with emphasis on the American Indian concept of land.

• The interactions between American Indians and Europeans sometimes led to cooperation and other times resulted in conflict.

How did the American Indians and Europeans interact with each other?

Cultural interaction

• Spanish
  • Conquered and enslaved American Indians
  • Brought Christianity to the New World
  • Brought European diseases
• French
  • Established trading posts
  • Spread Christian religion
• English
  • Established settlements and claimed ownership of land
  • Learned farming techniques from American Indians
  • Traded with American Indians
• American Indians
  • Taught farming techniques to European settlers
  • Believed that land was to be shared or used but not owned

Areas of cooperation in economic interactions

• Technologies (transportation of weapons and farm tools)
• Europeans brought weapons and metal farm tools.
• Trade
• Crops

Areas of conflict

• Land
• Competition for trade
• Differences in cultures
• Disease
• Language difference
  

STANDARD USI.4c

The student will demonstrate knowledge of European exploration in North America and West Africa by

c) identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their interactions with traders.

• Ghana, Mali, and Songhai each dominated West Africa in turn from 300 to l600 A.D.
• African people and African goods played an important role in increasing European interest in world resources.

STANDARD USI.5a

The student will demonstrate knowledge of the factors that shaped colonial America by

a) describing the religious and economic events and conditions that led to the colonization of America.

• Colonies in North America were established for religious and economic reasons.

Why did Europeans establish colonies in North America?

Colonies and the reasons they were established

• Roanoke Island (Lost Colony) was established as an economic venture.
• The first permanent English settlement in North America (1607), Jamestown Settlement, was an economic venture by the Virginia Company.
• Plymouth Colony was settled by separatists from the Church of England who wanted to avoid religious persecution.
• Massachusetts Bay Colony was settled by the Puritans for the same reasons.

• Pennsylvania was settled by the Quakers, who wanted to have freedom to practice their faith without interference.
• Georgia was settled by people who had been in debtor’s prisons in England. They hoped to experience a new life in the colony and to experience economic freedom and a new life in the New World
  

STANDARD USI.5b

The student will demonstrate knowledge of the factors that shaped colonial America by

b) comparing and contrasting describing life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment to produce goods and services, including examples of specialization and interdependence.

• Life in the colonies reflected the geographical features of the settlements.
• Economic specialization and interdependence existed in the production of goods and services in the colonies.

Terms to know

 

Resources:

natural, capital, and human

Specialization:

focusing on one or more products

Interdependence:

two or more people depending on each other for goods and services

Specialization made the colonies interdependent.

USI.6b NEW CHART

Colonies	New England	Mid-Atlantic	Southern
How did people use the natural resources of their region to earn a living?
Resources	Natural resources: e.g., timber, fish, deep harbors Human resources: e.g., skilled craftsmen, shopkeepers, shipbuilders	Natural Resources: e.g., rich farmlands, rivers Human resources: e.g., unskilled and skilled workers fishermen	Natural resources: e.g., fertile land, rivers, harbors Human resources: e.g., farmers, enslaved African Americans
How did climate and geographic features and other available resources distinguish the three regions from each other?
Geography & Climate	Appalachian Mountains, Boston harbor, hilly terrain, rocky soil, jagged coastline Moderate summers, cold winters	Appalachian Mountains, coastal lowlands, harbors and bays, wide and deep rivers Mild winters and moderate climate	Appalachian Mountains, Piedmont, Atlantic Coastal Plain, good harbors and rivers Humid climate with mild winters and hot summers
What are the benefits of specialization and trade?
Specialization	Fishing, shipbuilding, industry, naval supplies	Livestock, grain, fish	Tobacco, cotton, indigo, wood products
Examples of Interdependence	New England depended on the Southern colonies for raw materials such as cotton and on the Middle Colonies for grain and livestock.	The Mid-Atlantic colonies traded with both the Southern and New England colonies to get the products they didn’t produce.	The Southern colonies depended on the New England colonies for manufactured goods, including tools and equipment.
How did political and social life evolve in each of the three regions?
Social/Political	Village and church as center of life Religious reformers and separatists Civic Life: Town meetings	Villages and cities, varied and diverse lifestyles, diverse religions Civic Life: Market towns	Plantations (slavery), mansions, indentured servants, few cities, few schools Church of England Civic Life: Counties

STANDARD USI.5c

The student will demonstrate knowledge of the factors that shaped colonial America by

c) describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, free African Americans, indentured servants, and enslaved African Americans.

• The colonies were made up of different groups of people whose lives varied depending on their social position.

How did people’s lives vary among different social groups in colonial America?

Large landowners

• Lived predominately in the South
• Relied on indentured servants and/or slaves for labor
• Were educated in some cases
• Had rich social culture

Farmers

• Worked the land according to the region
• Relied on family members for labor

Artisans

• Worked as craftsmen in towns and on the plantation
• Lived in small villages and cities

Women

• Worked as caretakers, house-workers, homemakers
• Could not vote
• Had few chances for an education

Free African Americans

• Were able to own land
• Had more economic freedom and could work for pay and decide how to spend their money
• Not allowed to vote

Indentured servants

• Consisted of men and women who did not have money for passage to the colonies and who agreed to work without pay for the person who paid for their passage
• Were free at the end of their contract

Enslaved African Americans

• Were captured in their native Africa and sold to slave traders, then were shipped to the colonies where they were sold into slavery
• Were owned as property for life with no rights
• Were often born into slavery (Children of enslaved African Americans were born into slavery.)

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STANDARD USI.5d

The student will demonstrate knowledge of the factors that shaped colonial America by
d) identifying the political and economic relationships between the colonies and Great Britain.

• England Great Britain established and attempted to maintain control over the colonies.

How did England Great Britain impose its political and economic control over the colonies?

Economic relationships

• Great Britain imposed strict control over trade.
• Great Britain taxed the colonies after the French and Indian War.
• Colonies traded raw materials for goods.

Political relationships

• Colonists had to obey British laws that were enforced by governors.
• Colonial governors were appointed by the king or by the proprietor.
• Colonial legislatures made laws for each colony and were monitored by colonial governors.
  

England became Great Britain in the early 1700s.

STANDARD USI.6a

The student will demonstrate knowledge of the causes and results of the American Revolution by
a) identifying the issues of dissatisfaction that led to the American Revolution.

• As Great Britain expanded control over the American colonies, many colonists became dissatisfied and rebellious.

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STANDARD USI.6b

The student will demonstrate knowledge of the causes and results of the American Revolution by

b) identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence, with emphasis on the ideas of John Locke.

• New political ideas led to a desire for independence and democratic government in the American colonies.
• The Declaration of Independence proclaimed independence from England. It stated that people have natural (inherent) rights to life, liberty, and the pursuit of happiness.

What ideas/philosophies about government were expressed in the Declaration of Independence?

Key philosophies in the Declaration of Independence were based upon ideas first expressed by European philosophers.

Key philosophies in the Declaration of Independence

 

• People have “certain unalienable rights” (rights that cannot be taken away)—life, liberty, pursuit of happiness.
• People establish government to protect those rights.
• Government derives power from the people.
• People have a right and a duty to change a government that violates their rights

Ideas of John Locke

• People have natural rights to life, liberty, and property.
• Government is created to protect the rights of people and has only the limited and specific powers the people consent to give it.

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STANDARD USI.6c

The student will demonstrate knowledge of the causes and results of the American Revolution by

c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, and Patrick Henry and Thomas Paine.

• Many individuals played important roles in shaping events of the American Revolution.

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STANDARD USI.6d

The student will demonstrate knowledge of the causes and results of the American Revolution by

d) explaining reasons why the colonies were able to defeat Britain.

• Defense of the colonists’ own land, strong beliefs, and capable leadership contributed to the American victory in the Revolutionary War.

What advantages helped the American colonists win the Revolutionary War?

Colonial advantages

• Some colonists’ defense of their own land, principles, and beliefs
• Additional support from France and Spain
• Strong leadership
• Over a century of self-rule

STANDARD USI.7a

The student will demonstrate knowledge of the challenges faced by the new nation by

a) identifying the weaknesses of the government established by the Articles of Confederation.

• The Articles of Confederation was a constitution written during the American Revolution to establish the powers of the new national government.

What were the basic weaknesses of the Articles of Confederation?

Articles of Confederation

• Provided for a weak national government
• Gave Congress no power to tax or regulate commerce among the states
• Provided for no common currency
• Gave each state one vote regardless of size
• Provided for no executive or judicial branch

OLD STANDARD USI.7b NOT INCLUDED

The student will demonstrate knowledge of the challenges faced by the new nation by

b)identifying the basic principles of the new government established by the Constitution of the United States and the Bill of Rights.

• The Constitution of the United States of America established a federal system of government based on power shared between the national and state governments.
• The Bill of Rights provided a written guarantee of individual rights.

What were the basic principles of governments stated in the Constitution of the United States of America and Bill of Rights?

Terms to know

Federal system of government: A system that divides governmental powers between national government and the governments of the states

Basic principles of government Separation of powers

• The structure of the new national government was based on James Madison’s “Virginia Plan,” which called for three separate branches of government:
  • Legislative Branch (Congress) makes the laws. Congress is a two-house legislature in which all states are represented equally in the Senate (two Senators per state) and people are represented in the House of Representatives (number of a state’s representatives is based on state’s population).
  • Judicial Branch (Supreme Court) determines if laws made by Congress are constitutional.
  • Executive Branch (President) carries out the laws.
• Checks and balances
  • Each branch can check the power of the other.
  • These checks keep any one branch from gaining too much power.

Bill of Rights

• United States of America provide a written guarantee of individual rights
• James Madison was the author of the Bill of Rights.
• The first ten amendments to the Constitution of the United States of America provide a written guarantee of individual rights (e.g., freedom of speech, freedom of religion).

NEW STANDARD USI.7b

The student will demonstrate knowledge of the challenges faced by the new nation by

b) describing the historical developments of the Constitution of the United States.

• The development of the Constitution of the United States was significant to the foundation of the American republic.
• The Constitution of the United States of America established a federal system of government based on power shared between the national and state governments.

What events led to the development of the Constitution of the United States?

Confederation to Constitution

• Weaknesses in the Articles of Confederation led to the effort to draft a new constitution.

Constitutional Convention

State delegates met in Philadelphia and decided not to revise the Articles of Confederation but to write a new constitution.
George Washington was elected president of the Constitutional Convention.
Delegates debated over how much power should be given to the new government and how large and small states should be represented in the new government.
The structure of the new national government included three separate branches of government:
• – Legislative
• – Executive
• – Judicial
The Great Compromise decided how many votes each state had in the Senate and the House of Representatives.
The Constitution was signed at the end of the convention.

Ratification of the Constitution

• Nine of the thirteen states had to vote in favor of the Constitution before it could become law.

Bill of Rights

• Based on the Virginia Declaration of Rights (George Mason) and the Virginia Statue for Religious Freedom (Thomas Jefferson)
• The first ten amendments to the Constitution provide a written guarantee of individual rights (e.g., freedom of speech, freedom of religion).

What people helped develop the Constitution of the United States?

Mentioned above are:

• George Washington was elected president of the Constitutional Convention.
• George Mason: The Bill of Rights was based, in part, on his Virginia Declaration of Rights
• Thomas Jefferson: The Bill of Rights was based, in part, on his Virginia Statute for Religious Freedom

OLD STANDARD USI.7c NOT INCLUDED

The student will demonstrate knowledge of the challenges faced by the new nation by

c) identifying the conflicts that resulted in the emergence of two political parties.

• Alexander Hamilton and Thomas Jefferson had opposing views on the role of the national government. That opposition resulted in the creation of two political parties.
• The debate over the role of the national government has continued throughout United States history.

What were the major differences between Hamilton and Jefferson?

Major party differences

• Alexander Hamilton
  • Leader of Federalists
  • Favored strong national government
  • Favored limits on states’ powers
  • Favored development of industry on a national scale
  • Favored a national bank

• Thomas Jefferson
  • Leader of the Democratic Republicans
  • Favored a weak national government
  • Supported states’ powers
  • Favored small business and farmers
  • Opposed a national bank

NEW STANDARD USI.7c (was USI.7d)

The student will demonstrate knowledge of the challenges faced by the new nation by

c) describing the major accomplishments of the first five presidents of the United States.

• Congress and the first five presidents made decisions establishing a strong government that helped the nation grow in size and power.

What were the major national issues and events faced by the first five presidents?

Accomplishments during first five presidencies

• George Washington
  • Federal court system was established.
  • Political parties grew out of the disagreements between Hamilton and Jefferson over the proper role of the national government.
  • The Bill of Rights was added to the Constitution of the United States of America.
  • Plans were initiated created for development of the national capital in Washington, D.C. Benjamin Banneker, an African American astronomer and surveyor, helped complete the design for the city.
• John Adams
  • A two-party system emerged during his administration.
  • He had a cautious but forceful foreign policy.

• Thomas Jefferson
  • He bought Louisiana from France (Louisiana Purchase).
  • Lewis and Clark explored this new land west of the Mississippi River.
• James Madison
  • The War of l812 caused European nations to gain respect for the United States.
• James Monroe
  • He introduced the Monroe Doctrine warning European nations not to interfere in the Western Hemisphere.
• All of the first five presidents were Virginians except John Adams.
  
  

STANDARD USI.8a

The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by

a) describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California.

• Between 1801 and 1861, exploration was encouraged as America underwent vast territorial expansion and settlement.

What new territories became part of the United States between 1801 and 1861?

New territories added to the United States after 1801

Louisiana Purchase
• Jefferson bought land from France (the Louisiana Purchase), which doubled the size of the United States.
• In the Lewis and Clark expedition, Meriwether Lewis and William Clark explored the Louisiana Purchase from the Mississippi River to the Pacific Ocean.
Florida
• Spain gave Florida to the United States through a treaty.
Texas
• Texas was added after it became an independent republic.
Oregon
• The Oregon Territory was divided by the United States and Great Britain.
California
• War with Mexico resulted in California and the southwest territory becoming part of the United States.

STANDARD USI.8b

The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by

b) identifying the geographic and economic factors that influenced the westward movement of settlers.

• Westward migration was influenced by geography and economic opportunity.

What factors influenced westward migration?

Geographic and economic factors that influenced westward movement

• Population growth in the eastern states
• Availability of cheap, fertile land
• Economic opportunity, e.g., gold (California Gold Rush), logging, farming, freedom (for runaway slaves)
• Cheaper and faster transportation, e.g., rivers and canals (Erie Canal), steamboats
• Knowledge of overland trails (Oregon and Santa Fe)
• Belief in the right of “Manifest Destiny”—The idea that expansion was for the good of the country and was the right of the country

STANDARD USI.8c

The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by

c) describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America.

• Prior to the Civil War, most industrialization in America was in the North; however, the equipment produced in the North had an impact on the farming society in the South.

How did the inventions and entrepreneurs affect the lives of Americans?

• Terms to know:
  • Inventor: someone who is the first to think of or make something
  • Entrepreneur: someone who organizes resources to bring a new or better good or service to market in hopes of earning a profit
• New technologies and their consequences the impact on society
  • The cotton gin was invented by Eli Whitney. It increased the production of cotton and thus increased the need for slave labor to cultivate and pick the cotton.
  • Jo Anderson (a slave) and Cyrus McCormick worked to invent the reaper. McCormick was an entrepreneur who brought the reaper to market. The reaper increased the productivity of the American farmer.
  • The steamboat was improved by the entrepreneur, Robert Fulton. It eventually provided faster river transportation that connected Southern plantations and farms to Northern industries and Western territories.
  • The steam locomotive provided faster land transportation.

STANDARD USI.8d

The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by

d) identifying the main ideas of the abolitionist and suffrage movements..

• The abolitionists worked to end slavery. The suffrage movement helped women gain equal rights.

STANDARD USI.9a

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

a) describing the cultural, economic, and constitutional issues that divided the nation.

• Cultural, economic, and constitutional differences between the North and the South eventually resulted in the Civil War.

How did cultural, economical, and constitutional issues create bitter divisions between the North and the South?

Issues that divided the nation

• Slavery
  • While there were several differences between the North and the South, the issues related to slavery increasingly divided the nation and led to the Civil War.
• Cultural
  • The North was mainly an urban society in which people held jobs.
  • The South was primarily an agricultural society in which people lived in small villages and on farms and plantations.
  • Because of their cultural differences, people of the North and South found it difficult to agree on social and political issues.
• Economic
  • The North was a manufacturing region, and its people favored tariffs that protected factory owners and workers from foreign competition.
  • The South was largely agricultural. Southerners opposed tariffs that would cause prices of manufactured goods to increase. Planters were also concerned that England might stop buying cotton from the South if tariffs were added.
• Constitutional
  • A major conflict was states’ rights versus strong central government.

STANDARD USI.9b

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

b) explaining how the issues of states’ rights and slavery increased sectional tensions.

• The South feared that the North would take control of Congress, and Southerners began to proclaim states’ rights as a means of self-protection.
• The North believed that the nation was a union and could not be divided. While the Civil War did not begin as a war to abolish slavery, issues surrounding slavery deeply divided the nation.

How did the issues of states’ rights and slavery increase sectional tension between the North and South?

Issues that divided the nation

• An important issue separating the country related to the power of the Federal government. Southerners believed that they had the power to declare any national law illegal. Northerners believed that the national government’s power was supreme over that of the states.
• Southerners felt that the abolition of slavery would destroy their region’s economy. Northerners believed that slavery should be abolished for moral reasons.

Compromises attempting to resolve differences

• Missouri Compromise (1820): Missouri entered the Union as a slave state; Maine entered the Union as, a free state.
• Compromise of l850: California entered the Union as a free state. Southwest territories would decide about slavery.
• Kansas-Nebraska Act: People in each state would decide the slavery issue (“popular sovereignty”).

Southern secession

• Following Lincoln’s election, the southern states seceded from the Union. Confederate forces attacked Fort Sumter, in South Carolina, marking the beginning of the Civil War.
• Lincoln and many Northerners believed that the United States was one nation that could not be separated or divided. Most Southerners believed that states had freely created and joined the union and could freely leave it.

STANDARD USI.9c

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

c) identifying on a map the states that seceded from the Union and those that remained in the Union.

• Southern states that were dependent upon labor-intensive cash crops seceded from the Union. Northernmost slave states (border states) stayed in the Union.

STANDARD USI.9d

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the war.

• Lincoln and Lee were men who represented views of the nature of the United States that were very different, leading to an unavoidable conflict.

Who are considered leaders of the Civil War?

Roles of Civil War leaders

• Abraham Lincoln
• – Was President of the United States
• – Opposed the spread of slavery
• – Issued the Emancipation Proclamation
• – Determined to preserve the Union—by force if necessary
• – Believed the United States was one nation, not a collection of independent states
• – Wrote the Gettysburg Address that said the Civil War was to preserve a government “of the people, by the people, and for the people.”

• Jefferson Davis
• – Was president of the Confederate States of America

• Ulysses S. Grant
• – Was general of the Union army that defeated Lee

• Robert E. Lee

• – Was leader of the Army of Northern Virginia
• – Was offered command of the Union forces at the beginning of the war but chose not to fight against Virginia
• – Opposed secession, but did not believe the union should be held together by force
• – Urged Southerners to accept defeat at the end of the war and reunite as Americans when some wanted to fight on

• Thomas “Stonewall” Jackson

• – Was a skilled Confederate general from Virginia

• Frederick Douglass

• – Was a former enslaved African American who escaped to the North and became an abolitionist

How did Lincoln’s view of the nature of the Union differ from Lee’s?

• Lincoln was determined to preserve the Union—by force if necessary. He believed the United States was one nation, not a collection of independent states
• Lee opposed secession, but did not believe the union should be held together by force
  

STANDARD USI.9e

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

e) using maps to explain critical developments in the war, including major battles.

• Location and topography were critical elements influencing important developments in the Civil War, including major battles.

STANDARD USI.9f

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

f) describing the effects of war from the perspectives of Union and Confederate soldiers (including black soldiers), women, and enslaved African Americans.

• Life on the battlefield and on the homefront was extremely harsh. Many died from disease and exposure.