Page 33 - Civil War Curriculum Book

Enhancement Activities

• Have students draw or trace a map of the United States and put in the name of each
state that existed at the time of the Civil War.
• Have students find out the year that each state joined the United States and make a
list, in chronological order, showing those dates.
• Several Civil War songs are still sung today; for instance, “When Johnny Comes
Marching Home Again.” Have students research songs of the Civil War period and then, as
a group and with the aid of a music teacher, if possible, have them sing the songs for the
class.
• Have students imagine they are soldiers in the Civil War. They should write several
letters home telling about various aspects of the war: the training, the battles, the camp,
and so on.
• To help students understand the magnitude of Civil War casualties, have students
research the numbers of soldiers who fought and the numbers who were killed in various
wars. Students should make a chart comparing the number of U.S. participants and deaths
in the Civil War, World War I, World War II, the Korean War, the Vietnam War, and the Gulf
War. Have students use the information in the chart to figure out the percent of combatants
killed in each war.
• If possible, show the movie Glory for your class. Have students write a review of the
movie, telling why they liked or disliked it and whether or not they recommend it to people of
all ages. You might also consider showing Gettysburg, Gone with the Wind, or
Andersonville.
• Abraham Lincoln is considered one of the greatest presidents of the United States.
Have students work in groups and come up with as many statements as they can to support
the idea that Lincoln was a great president. The statements can include accomplishments
and/or beliefs. Students can share their statements when everyone has completed the
assignment. Is there consensus as to why Lincoln is considered great? You might consider
doing this project as a debate, one group debating Lincoln as a great president, and another
group arguing against Lincoln as a great president.
• Have students choose one other president who they consider great. They should
write a few paragraphs supporting their viewpoint. Students can read their papers aloud. In
this way, the class will come to know the accomplishments of various presidents.