Civil War Stations Answer Sheet

Name: Block:

Civil War Stations Answer Sheet

Station 1. Bloodiest Battlefields

Directions: Go to (site may take a few minutes to load, so click this link as soon as you can!)to explore the five deadliest battles of the civil war. Follow the instructions below to answer questions about what you learn.

Group Member one:

-Click on Gettysburg, once you have read the infographic, click on visit related topic and read the information there.

-Based on your reading and prior knowledge from class, list three things that you believe contributed to the Confederacy’s defeat at Gettysburg

• 1.
• 2.
• 3.

-On the right navigation bar, click on Chamberlain at Gettysburg to watch a short video clip about the battle.

-Based on the video clip and your own knowledge, do you think that Gettysburg represents a turning point in the war? Why or why not? Please answer in at least three complete sentences.

Group member Two:

-Click on The Wilderness, once you have read the infographic, click on visit related topic and read the information there.

-Based on your reading and prior knowledge from class, list three things that you believe contributed to the Confederacy’s tactical victory over the Union at the Wilderness.

• 1.
• 2.
• 3.

-On the right navigation bar, click on Grant or Lee: Who would you choose to watch a short video clip about the two generals.

-Based on the video clip and your own knowledge, which man do you believe to be the better general and why? How are the general’s skills seen in the battle at the Wilderness? Please answer in at least three complete sentences.

Group member Three: WARNING!!! This group member will need to watch a video that contains a graphic reenactment of an amputation. Please choose another group of questions to answer if you do not wish to view this footage.

-Click on Chancellorsville, once you have read the infographic, click on visit related topic and read the information there.

-Based on your reading and prior knowledge from class, list three things that you believe contributed to the Confederacy’s victory over the Union at Chancellorsville.

• 1.
• 2.
• 3.

-On the right navigation bar, click on Coroner’s Report: Stonewall Jackson to watch a short video clip about the general.

-Based on the video clip and your own knowledge, what would you have done differently if you had charge of Stonewall Jackson’s medical care? Do you believe his death could have been prevented given the medical knowledge of the time? Why or why not? Please answer in three complete sentences.

Group member four:

-Click on Spotsylvania Court House, once you have read the infographic, click on visit related topic and read the information there.

-Based on your reading and prior knowledge from class, list three reasons you believe this battle was important to the overall war.

• 1.
• 2.
• 3.

-On the right navigation bar, click on Grant or Lee: Who would you choose to watch a short video clip about the two generals.

-Based on the video clip and your own knowledge, which man do you believe to be the better general and why? How are the general’s skills seen in the battle at Spotsylvania Court House? Please answer in at least three complete sentences.

Group member Five:

-Click on Chickamauga, once you have read the infographic, click on visit related topic and read the information there.

-Based on your reading and prior knowledge from class, list three outcomes of this battle that had an impact on the war and/or history in general.

• 1.
• 2.
• 3.

-On the right navigation bar, click on Compare Confederate and Union Soldiers to watch a short video clip about the two armies.

-Based on the video clip and your own knowledge, which soldiers do you believe had the advantage on the battlefield and why? Please answer in at least three complete sentences.

Station 2.The Election of 1860

Directions: Read the background on the 1860 election on the board at your station. As a group, analyze the three political cartoons on your table. Be sure to read the contextual information on the back of each cartoon. Answer the questions below – you should have answers for ALL questions.

Political Cartoon #1: The Coming Man’s Presidential Career, a laBlondin

Keeping the cultural context in mind, what is this cartoon saying about the election of 1860? Be sure to include the significance of the pole, the sign, and the man on Lincoln’s shoulders.

Political Cartoon #2: Our Political Snake-Charmer

What do you think this cartoon is trying to say about both John Fornay/The Philadelphia Press? You’ve probably seen movies that have snake charmers in them. Keeping this in mind, what do you think the artist is trying to say about Douglas?

Political Cartoon #3: [Dividing the] National [Map]

In order from left to right, who are the four presidential candidates?

Given the fact that there are several boxes of Spalding’s lined up and ready to go, what does this tell you about the future of the map? Do you think the artist favors one candidate over the other? Why?

Station 3.Abraham Lincoln: What made the Man?

Directions: Each group member is responsible for reading a book section and answering related questions.

Group member one: Photography: it’s all about how you look?

-Like every presidential candidate, Lincoln had both supporters and detractors leading up to the 1860 election. His supporters were worried that the few existing photographs of him would hurt his chances of winning. Answer the questions (in 1-3 sentences) below using the following source: Book: Picturing Lincoln (on your table).

• What photograph were supporters concerned about in particular and why? (Photo on pg. 10; read sections labeled on pgs. 12 & 13.)
• What photograph did his supporters prefer and what was this photograph known as? (Photo on pg. 20)
• What strategies (or adjustments) did the photographer use/make to create this photograph? (Diagram on pg. 23, read sections labeled on pgs. 24-26.)

Group member two: Gettysburg Address

-Abraham Lincoln gave one of the most important, immortal speeches in American history. The address at Gettysburg was in response to the hundreds of thousands of lives lost during the Battle of Gettysburg and the dedication of a cemetery for them. Answer the questions (in 1-3 sentences) below using the following source: Book: Lincoln through the Lens (on your table) pgs. 60-61.

• What made Lincoln decide to go to Gettysburg and give a speech?
• It was said that he thought his speech was a failure. Based on what you’ve read, why do you think he felt this way?
• Why do you think Lincoln’s speech was so successful even though it was only two minutes long?

Group member 3: Family man and Funny man

-Abraham Lincoln felt great pride and joy in his sons and had a great sense of humor. He was very witty and way ahead of his time in that sense. Answer the questions (in 1-3 sentences) below using the following source: Book: Father Abraham: Lincoln & His Sons (on your table).

• On the modern penny in your change cup, Lincoln is shown with a beard. When did Lincoln stop shaving and why? (pg. 83).
• It is true for many couples that opposites attract. List three ways that Lincoln & his wife Mary Todd were different (pgs. 17&18).
• Read the paragraph labeled on page 17 for a taste of his sense of humor. Do you think his attitude made him more to attractive to the common man?

Group member 4: Honest Abe

-Abraham Lincoln was known for being very honest. He wrote about what he felt. This is a unique quality to find in a lawyer-turned-president. Answer the questions (in 1-3 sentences) below using the following source: Book: In Lincoln’s Hand: His Original Manuscripts (on your table).

• Scan the Lincoln letter on pg. 45 of your text and read Sandra Day O’Connor’s response. List the 4 pieces of advice Lincoln gives to aspiring lawyers (in O’Connor’s response).
• Abraham Lincoln was active in national debates, especially those concerning the role of government. He provided a “plain-English formula for determining what specific functions government should undertake” (Cuomo pg. 47). What did Lincoln feel was the object of government? (pg. 47)

Group member 5: Lincoln’s End

-View the 3-D images on pgs. 174-182 (and read their captions) of the book Lincoln in 3-D (on your table--The 3-D glasses are in a pocket in the inside back cover of the book). Then read the brief sections labeled on page 180 to answer the questions below.

• Name one thing that was ironic about the day Lincoln was shot (before he even went to the theatre)?
• What was John Wilkes Booth original plan for Lincoln?

Station 4. African Americans in the Balance

Directions: Each group member is responsible for reading a book or website and answering related questions.

Group Member 1:

• Read the marked section in Black, Blue, and Gray: African Americans in the Civil Warand answer the following questions in 3-5 complete sentences.
• p-86 What did the Conscription Act enable wealthy men to do if they didn’t want to fight in the war? How did this create tension between the Irish immigrants and the African Americans? (In other words, why would the Irish get angry about this? The answer isn’t exactly in the book… you need to connect the dots) What happened as a result of the tension?

Group Member 2:

• Read the marked sections inThe Abolition of Slaveryand answer the following questions in at least 3 complete sentences.

• p- 28Where and in what year was “Gabriel’s Conspiracy?” What was his plan? What famous speech served as inspiration for the rebellion?

• p- 56 Explain John Browns rebellion in your own words. What was the outcome of the rebellion?

Group Member 3:

• Use the information available on the Tredegar Iron Works website to answer the following questions.

• Where is Tredager Iron Works?
• Who worked there during the civil war after the skilled white workers went on strike?
• What did they make for the Confederacy, and how is all of this ironic?

Group Member 4:

• Using The American Civil War 365 daysLook on the page for the day of 12/24 and read the information to complete the following tasks.
• Construct a Civil War Amendments timeline with the date ratified AND the subject material of each amendment.
• Who made up the group of surprising activists in favor of these amendments? What was their reasoning?

Group Member 5:

• Using this website from scholastic,

go to each section noted below and click on the +plus signs to find the answers.

• Escape:

1. What was the safest way for slaves to travel north? Why?
2. Reaching Safety:
3. Who was John Rankin and how did he assist runaway slaves?
4. Reaching Freedom:

3. Were slaves guaranteed freedom once they reached the North? Why or why not?

4. How were blacks treated once they reached the North?

Station 5. Music on the Home Front

Directions: Each group member is responsible for reading a book and/or website and answering related questions. As a group, each member will need to contribute his or her own knowledge to answer a final discussion question.

Group member one:

-Read the marked section, “Patriotic Music and the Civil War” in the book Civil War America 1850-1875.

• How could composers on the home front be seen as helping the war effort by writing patriotic songs?
• What is ironic about “Battle Hymn of the Republic” and “Dixie”?
• How did the Civil War help women break into the music industry/

Group member two:

-Read the marked section in Daily Life in Civil War America.

• Why would people on the home front want sheet music for songs that soldiers were singing in battle?
• Do you think it was really possible for music to bring, “the war into the parlor?” Why or why not?
• Using your research skills, search the internet to discover another connection between the Steinway family and the Civil War.

Group member three:

-Read the marked section in Life in the North During the Civil War, then go to and read the lyrics to “Take Your Gun and go, John.”

• How did the creation of greenbacks encourage farming?
• Why would this song be an encouragement to men during the Civil War?
• What is the connection between Cyrus McCormick and the woman in the song?

Group member four:

-Read the marked section in Letters from the Homefront: the Civil War, then go to to read the lyrics to homespun dress.

• What does, “Abe’s blockade” mentioned in the song refer to and what does it have to do with a homespun dress?
• How does this song take a hardship and turn it into an encouraging song for the South?
• List three other items that were in short supply in the South during the war.

Group member five:

-Read the section marked in Voices of Civil War America.

• Why was there an increase in alcohol consumption following the Civil War?
• How was music used as part of the temperance movement?

Group Discussion Question:

-Discuss what each of you learned about music during the Civil War and decide as a group what you feel to be the top three purposes of Civil War music.

1.

2.

3.

Station 6. Spies & Specs

Directions: Each group member is responsible for reading a book sectionand answering related questions.Group members will share their new knowledge in order to answer a final group discussion question.

Group member one:

-The Ultimate Spy Book (page 23)

• How did women smuggle medicine into the South?
• What was found in Booth’s possessions linking him to the Confederacy? What is it used for?

Group member two:

-Courageous Women of the War (page 34-36)

• What major battle did Rose O’Neil Greenhow help win for the South? How did she do it?
• How was she caught? Where was she sent?

Group member three:

-Lincoln’s High Tech War (page 39)

• What was the Enterprise, and how did Thaddeus SobieskiContantine Lowe use it? How was he able to send a message to the president?
• What happened to the balloons at the Battle of Bull Run? Were they effective?

Group member four:

-Spies of the Confederacy (pages 286-287)

• List the ways both sides deceived each other that are noted in the second paragraph on this page.
• How were Confederate soldiers able to give Union soldiers false orders without even changing uniform?

Group member five:

-Inventors and Discoverers (pages 53-54)

• How large had the telegraph network grown by the end of the Civil War? (bottom of page)
• Look at the picture on pages 54-55, and read the caption. Explain how telegraph line was strung by explaining what is happening in the picture. Who had more telegraph capabilities? How much did the North have? How much did the South have?

All group members:

-As a group, answer the following discussion question: In terms of spy and espionage activities, how did the North and South differ? If you were a general in one of the armies, which technique would you use the most and why?