This project is intended to be an activating project for the Civil War.  Students will each be assigned a battle to research and essentially become the expert on the battle through the creation of a technology based project as well as a battle poster.  After the completeion of the posters they should be displayed within the classroom in chronological order.  This will allow the classroom to see the turning of the tide during the Civil War.  Image retreived from History.com on 2/27/19.https://www.history.com/topics/american-civil-war/american-civil-war-history 

A selection of Library of Congress primary sources exploring the ways in which African Americans were depicted in the Civil War effort. This set also includes a Teachers Guide with historical context and teaching suggestions.

This site features detailed battle maps made by Major Jedediah Hotchkiss for General Lee and General Sherman, and maps taken from diaries, scrapbooks, and manuscripts -- all available for the first time in one place. An essay, History of Mapping the Civil War, looks at Union maps, Confederate maps, battlefield maps, commercial maps, and others.

Photo pulled from US Army and Heritage Education Center site depicts a group of German volunteers from the 29th Regiment out of New York posing in front of tent with rifles and bugle. First organized in 1861, they were mostly widely know for their Astor Rifles and for being the first German Infantry.

Students use Library of Congress primary sources to examine Civil War photographs as primary sources.

Students use Library of Congress primary sources to examine the Civil War and American industrialization.

Students use Library of Congress primary sources to explore how and why war has been photographed and also see the bias within the recording/reporting of war.

Battle of Fort Donelson--Capture of Generals S.B. Buckner and his army, February 16th 1862

Conflict between abolition and slavery marked the 1850s, preceding the election of 1860 and the attack on Fort Sumter that started the Civil War. The Kansas-Nebraska Act, Dred Scott, Harriet Beecher Stowe, John Brown, and secession in maps, newspapers, political cartoons and song sheets.

Students use Library of Congress primary sources to examine the Civil War from a child's perspective.

Students will create a tour of 10 of the battles of the American Civil War, justifying why they chose each battle as one of their 10.

The civil war is often debated today over it's justification. Use this resource to discuss it with a group.

Although attention will be devoted to the causes and long-term consequences of the Civil War, this class will focus primarily on the war years (1861-1865) with special emphasis on the military and technological aspects of the conflict. Four questions, long debated by historians, will receive close scrutiny:

What caused the war?
Why did the North win the war?
Could the South have won?
To what extent is the Civil War America’s “defining moment”?

This course explores the causes, course, and consequences of the American Civil War, from the 1840s to 1877. The primary goal of the course is to understand the multiple meanings of a transforming event in American history. Those meanings may be defined in many ways: national, sectional, racial, constitutional, individual, social, intellectual, or moral. Four broad themes are closely examined: the crisis of union and disunion in an expanding republic; slavery, race, and emancipation as national problem, personal experience, and social process; the experience of modern, total war for individuals and society; and the political and social challenges of Reconstruction.

Using the American Civil War as a baseline, the course considers what it means to become “modern” by exploring the war’s material and manpower needs, associated key technologies, and how both influenced the United States’ entrance into the age of “Big Business.” Readings include material on steam transportation, telegraphic communications, arms production, naval innovation, food processing, medicine, public health, management methods, and the mass production of everything from underwear to uniforms—all essential ingredients of modernity. Students taking the graduate version must complete additional assignments.

Module on conflict in international relations. Intended for community college students and aligned with the requirements for POLS 140: Introduction to International Relations within the California Community College system. Includes lesson plan, required readings, and ancillary materials (lecture slides and worksheet).

This site presents papers of members of Congress, Supreme Court justices, and key federal law cases. Learn about the Revolution and the creation of the U.S. by investigating the papers of our earliest lawmakers -- Jefferson, Madison, Monroe, and others. See Calhoun's speech against the Compromise of 1850 and Webster's notes for his speech in favor of it, General MacArthur's Old Soldiers Never Die address to Congress (April 1951), and more.

Why was the Emancipation Proclamation important? While the Civil War began as a war to restore the Union, not to end slavery, by 1862 President Abraham Lincoln came to believe that he could save the Union only by broadening the goals of the war. Students can explore the obstacles and alternatives America faced in making the journey toward "a more perfect Union."

The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.

In this unit, students will explore great works of American literature and consider how writers reflect the time period in which they write. They will write two literary analysis papers and also work in groups to research and develop anthologies of excellent American stories.

ACCOMPLISHMENTS

Students read and analyze stories from several 19th-, 20th-, and 21st-century American authors. After researching a time period, they select stories from that period to create an anthology. The readings enhance their understanding of the short story, increase their exposure to well-known American authors, and allow them to examine the influence of social, cultural, and political context.
Students examine elements of short stories and have an opportunity for close reading of several American short stories. During these close readings, they examine the ways that short story writers attempt to explore the greater truths of the American experience through their literature.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

If you were to write a short story about this decade, what issues might you focus on?
What defines a short story? Just length?
To what extent do these stories reflect the era or decade in which they were written?
To what extent are the themes they address universal?

CLASSROOM FILMS

History.com has short videos on the Vietnam War (“Vietnam” and “A Soldier's Story”).