1. Students discuss the reasons for the Civil War
2. Students learn about the construction of the two ironclad ships: Monitor and Virginia (formerly the Merrimack)
3. Students are taken through the timeline of the Battle of Hampton Roads.
4. Students participate in an activity where they examine a range of primary sources and learn about several historical figures involved in the story of : Monitor
1. The student will understand the difference between primary and secondary sources.
2 The student will gain experience in primary source interpretation..
3 The student will be able to explain the reasons the North and the South needed a strong naval force during the Civil War.
4 The student will understand the historical significance of the Battle of Hampton Roads.
5 The student will understand the importance of ironclad technology and its lasting impact on naval warfare.
6 The student will understand what life was like for sailors aboard ironclad vessels during the Civil War.
7. The student will be able to explain the sinking of the USS Monitor and current conservation efforts to protect the legacy of this cultural resource.
NSS-USH.5-12.5 ERA 5: CIVIL WAR AND RECONSTRUCTION (1850-1877)
Understands the causes of the Civil War
Understands the course and character of the Civil War and its effects on the American people
Understands how various reconstruction plans succeeded or failed
VS.1 The student will develop skills for historical and geographical analysis including the ability to
a) identify and interpret artifacts and primary and secondary source documents to understand events in history;
b) determine cause and effect relationships;
c) compare and contrast historical events;
d) draw conclusions and make generalizations;
e) make connections between past and present;
f) sequence events in Virginia history;
g) interpret ideas and events from different historical perspectives;
h) evaluate and discuss issues orally and in writing;
i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.
VS.7 The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by
a) identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia;
b) describing Virginia?s role in the war, including identifying major battles that took place in Virginia.
USI.1 The student will develop skills for historical and geographical analysis, including the ability to
a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1877;
b) make connections between the past and the present;
c) sequence events in United States history from pre-Columbian times to 1877;
d) interpret ideas and events from different historical perspectives;
e) evaluate and discuss issues orally and in writing;
f) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events;
g) distinguish between parallels of latitude and meridians of longitude;
h) interpret patriotic slogans and excerpts from notable speeches and documents.
USI.9 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;
b) explaining how the issues of states? rights and slavery increased sectional tensions;
c) identifying on a map the states that seceded from the Union and those that remained in the Union;
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;
e) using maps to explain critical developments in the war, including major battles;
f) describing the effects of war from the perspectives of Union and Confederate soldiers (including black soldiers), women, and slaves.
VUS.1 The student will demonstrate skills for historical and geographical analysis, including the ability to
a) identify, analyze, and interpret primary and secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art to increase understanding of events and life in the United States;
b) evaluate the authenticity, authority, and credibility of sources;
c) formulate historical questions and defend findings based on inquiry and interpretation;
d) develop perspectives of time and place, including the construction of maps and various time lines of events, periods, and personalities in American history;
e) communicate findings orally and in analytical essays and/or comprehensive papers;
f) develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled;
g) apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time;
h) interpret the significance of excerpts from famous speeches and other documents.
VUS.7 The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by
a) identifying the major events and the roles of key leaders of the Civil War Era, with emphasis on Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, and Frederick Douglass;
b) analyzing the significance of the Emancipation Proclamation and the principles outlined in Lincoln?s Gettysburg Address;
c) examining the political, economic, and social impact of the war and Reconstruction, including the adoption of the 13th, 14th, and 15th Amendments to the Constitution of the United States.