Lincoln Goes to War
To explore how Abraham Lincoln made the decision to secure Fort Sumter despite Confederate objections, evaluate the extent to which Lincoln's actions were calculated to provoke conflict, and gain experience in working with official papers, private correspondence, and public speeches as resources for historical study.

We Must Not Be Enemies - Lincoln's First Inaugural Address
Students will be able to state the Constitutional requirements for inaugurations and the oath of office, identify important historical events related to Lincoln's first inaugural address, interpret selected archival materials in the light of the inaugural address and presidential responsibilities.

The Civil War
The student will discuss some of the social, political, and personal issues that Americans confronted during the Civil War era, use the internet to locate resources related to the Civil War and incorporate information from these resources into their own writing, define historical fiction and identify some of the techniques writers use to create good historical fiction, discuss the central issues of the Civil War from a variety of different perspectives, and share their personal reactions to what they have learned in both small-group and whole-class discussions.

Fort Morgan and the Battle of Mobile Bay
Students will determine why a major seaport like Mobile, Alabama was vital to the Confederacy and why a blockade or the removal of its defenses was critical to the Union, evaluate the effect of technology on the Battle of Mobile Bay, describe some of the technological advances that appeared during the Civil War and evaluate their impact on soldiers, and discover if fortifications ever existed in their own community, to describe those fortifications, and to explain how changes in technology affected them.

Choices and Commitments - The Soldiers at Gettysburg
Students will describe in general terms the Gettysburg Campaign and the major actions of the armies during each day of the battle, analyze the motives, actions, and experiences of several participants in the battle, evaluate the Gettysburg Address and its impact in regard to the occasion it was written to commemorate, and prepare an address that points out the importance of a local event or issue and galvanizes public interest and action.

Creating a Historic Site
Students will demonstrate understanding of  why some historic sites are preserved, learn the meaning of historic significance, and develop an understanding that historic sites are unique and non-renewable resources that must be preserved since they cannot be replaced.

Civil War: Battle summaries by campaign.

CSS Tennessee (1864-1864): In the Battle of Mobile Bay, 5 August 1864.

Alabama Civil War: Map of Alabama battles.

Kids Zone:  American Civil War information.

Civil War Album: Interactive photo album.

Ironclads and Blockade Runners: Information and links about ironclads.

Civil War Information:  An extensive list of links.

Alabama Experience: Pages from the Civil War in Alabama:  Host Milton Bagby examines the beginnings of the Civil War in Alabama starting with Montgomery as the seat of the new Confederate government.  United Streaming.

Suggestions for English Language Learners:  (E/B=Entering/Beginning, D=Developing, E=Expanding) (E/B) Students reproduce historical highlights from timelines or visually supported newspaper headlines. (E/B) Students produce entries for historical journals from timelines or visually supported newspaper headlines. (E/B) Students gather research with a partner. (E/B) Students scan for information. (E/B) Students develop a pictorial timeline. (E/B) Students create a diorama. (D) Students maintain historical journals in chronological order based on timelines or newspaper headlines. (D) Students match visual with a description. (D) Students use well-illustrated resources. Complete a graphic organizer with student-researched information. (D) Write questions on researched information in groups. Then ask each other questions following a teacher model. (E) Students produce reports from historical journals (using technology). (E) Students respond to inferential questions. (E) Students write a short report.

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