Teacher Notes

-

The purpose

These activities are designed to help students understand how people reacted to events and the issues that played out before, during, and after the American Civil War. The characters are all real people from the time period and additional research by the students may be helpful to further their understanding of the characters themselves. The goal is to understand why people acted and responded the way they did. Due to the need of background knowledge, this activity may be best saved for the end of the lesson.

Task suggestion

Read over the introduction, national history, state history, and local history with the class, or have them read on their own. Next, have the students pick one of the names listed under "Student's Task" and ask each student to conduct research on their selected person. There are seventeen historical figures from Callaway County, and an additional four from outside, of a more publicized standing. Please try to challenge your kids to focus on the Callaway section, but if more figures are needed you may refer to the bonus section, or provide your own historic individuals, to insure there are minimal to no repeats of the same person. Give time as needed to ensure the students have a good understanding of their person. Once the research has been completed, gather the students and ask them how, as their characters, they would think about/react to:

  • Slavery

  • The Kansas-Nebraska Act

  • Border-Ruffians, Jayhawkers, and Bushwackers

  • The election of 1860

  • The secession and formation of the Confederate States of America

  • The Emancipation Proclamation of 1863

  • The surrender of the Confederates

  • The assassination of Abraham Lincoln

  • Reconstruction in Missouri, including military occupation/civil rights legislation

  • Resistance to the Reconstruction in Missouri

  • The election of Rutherford B. Hayes, and the end of Reconstruction in 1877

Students should be able to explain why their chosen character would hold their views.

After the points have been asked and the students have had time to answer, ask the students to either get into pairs or in small groups. In their group/pair, ask the students to share their views on the events that surrounded the American Civil War. After the students have had a chance to discuss, ask the groups/students to share their own opinions on the topics or activity. Such discussion ideas could include:

  • What factors affected a character's attitudes? How important were race, class, and age?

  • Was it more difficult to decide on the views of some characters than others? If so, why was this?

  • Did any characters change their views as events unfolded? If so, why or why not?

  • (With the time period and person's background in mind) Do you agree with the actions of your selected historical figure?

Alternate project suggestions include having them (as inspired by their historical figures) compose letters, diary entries, or farm 12 acres of land by hand (extra credit option only).

PLEASE NOTE: the video on Lincoln's assassination under the National page may include undesirable content at 3:14 and 5:00-5:10, please review before showing to the class

Also note: Reading Col. Thomas J. Gibbs's page to the class is recommended, as it tells the epic tale of his time in the Mexican-American War. It's a great story for the class to hear regardless of if Col. Gibbs is who they choose to research or not.