Flipped Learning Union Confederate Lincoln (p. 124-127) (case for, case against, civil liberties, military matters) Lincoln’s Cabinet (p. 127) U.S. Congress (p. 128) voluntary associations (p. 129) Opposition: Copperheads, Clement Vallandigham and NY Draft Riots (p. 132 -134) Union advantages (p. 144) Military resources (look at the diagram on p. 145) Jefferson Davis (p. 114) (case for and case against) Jefferson Davis’s Cabinet (p. 115) Confederate Congress (p.115) Opposition: draft evaders (pp.122-3) civil liberties (p.116) voluntary associations (p.117) (Also look at advantages p. 146) military resources (look at diagram on p. 145) I am going to come and check you have completed your flipped learning. Whilst I do this, in pairs summarise the strength of your side going into the US Civil war in 1 word. You need to be prepared to justify your word! 1

Who was in a better position going into the war? Good learning: Describe the position of both the Confederate and Union on entering the war Great learning: Explain how strong both sides were politically and militarily Even better: Evaluate which side was in the better position going into the war.

Flip learning feedback: Political and Military Context Union Confederate Lincoln (p. 124-127) (case for, case against, civil liberties, military matters) Lincoln’s Cabinet (p. 127) U.S. Congress (p. 128) voluntary associations (p. 129) Opposition: Copperheads, Clement Vallandigham and NY Draft Riots (p. 132 -134) Union advantages (p. 144) Military resources (look at the diagram on p. 145) Jefferson Davis (p. 114) (case for and case against) Jefferson Davis’s Cabinet (p. 115) Confederate Congress (p.115) Opposition: draft evaders (pp.122-3) civil liberties (p.116) voluntary associations (p.117) (Also look at advantages p. 146) military resources (look at diagram on p. 145) TASK: Teach your finding to the other side of your table. CHALLENGE: You have been given a sheet with different sized hexagons. The bigger the hexagon you put the heading in, the more of a strength you think it is. Consider using a timer – 15/20 minutes per side to feedback? DESCRIBE the position of both the Confederate and Union on entering the war EXPLAIN how strong both sides were politically and militarily EVALUATE which side was in the better position going into the war.

Learning check warning! There will be a 25 question Kahoot on this topic next lesson! You are expected to get at least 20/25 DESCRIBE the position of both the Confederate and Union on entering the war EXPLAIN how strong both sides were politically and militarily EVALUATE which side was in the better position going into the war.

Political and Military Context TASK: There is a hexagon for every subheading you looked at. Please the headings into the hexagons. The bigger the hexagon, the bigger the strength you think it is Done this earlier in the lesson? Colour code your hexagons into political and military issues Worksheet found at the end of the ppt. DESCRIBE the position of both the Confederate and Union on entering the war EXPLAIN how strong both sides were politically and militarily EVALUATE which side was in the better position going into the war.

Make sure that you justify you opinion Political And Military Context Weaknesses of the Confederacy Using the information in the textbook, decide how far the following issues were a weakness to the Confederate army: State Rights Died of Democracy Rich Man’s war, poor man’s fight Make sure that you justify you opinion WEAKNESS OF THE CONFEDERATE ARMY DESCRIBE the position of both the Confederate and Union on entering the war EXPLAIN how strong both sides were politically and militarily EVALUATE which side was in the better position going into the war.

State Rights The Confederacy needed the full cooperation of the states It also needed the central government to make most of resources Some state leaders did not want Richmond to have too much power They used states rights to resist many of Davis’s efforts to centralise the running of the war E.G. Governor Joseph Brown –opposed conscription and exempted thousands from the draft by enrolling them into bogus state militia units However! Most states do co-operate All 28 state governors were committed to the Confederacy Governors used their power E.g. Impressed slaves (forced them into government service) E.G. Declared martial law DESCRIBE the position of both the Confederate and Union on entering the war EXPLAIN how strong both sides were politically and militarily EVALUATE which side was in the better position going into the war.

Rich Man’s war and a poor man’s fight? Conscription fuelled class conflict because many ordinary farmers resented the fact rich southerners could avoid military service: Some hired substitutes Some became exempt because they had a managerial role on a plantation In reality, few wealthy southerners shirked military duty However, the perception rankled It might be that this was not class based. It was stronger in upland areas where there had been limited support for secession Could be more regional based than class based DESCRIBE the position of both the Confederate and Union on entering the war EXPLAIN how strong both sides were politically and militarily EVALUATE which side was in the better position going into the war.

Died of Democracy? ‘There has been no act on our part to impair person liberty or the freedom of speech, of thought or of the press’ Jefferson Davis, 1862 Protecting personal rights might seem an important aim David Donald: concern for civil liberties cost the Confederacy the war, and therefore the Confederacy ‘died of democracy’ This is NOT convincing The idea that Davis COULD have created a government that suppressed civil liberties is nonsense. Davis, like other Confederates were fighting for American values and therefore these could not be abandoned. The Confederacy did not allow total individuals freedom. 1862 Congress authorised Davis to declare martial law and to suspend the writ of habeas corpus. Opposition press was destroyed by vigilantes. DESCRIBE the position of both the Confederate and Union on entering the war EXPLAIN how strong both sides were politically and militarily EVALUATE which side was in the better position going into the war.

Overall, who was in the better position at the start of the start of the war? CONFEDERATE UNION Write your name on the post-it along with a reason why they were in the better position. DESCRIBE the position of both the Confederate and Union on entering the war EXPLAIN how strong both sides were politically and militarily EVALUATE which side was in the better position going into the war.

FLIP LEARNING: HALF TERM Economic Context TASK: Read through the 6 relevant pages of the textbook (see grid) Make notes on each of the different factors. Colour code whether they had a POSITIVE or a NEGATIVE impact on the economy. CONFEDERACY pp.119-121 UNION pp.129-131 Confederate Socialism Ordnance Bureau Draft exemptions Blockade running Railway system Women Slavery King Cotton Economic Legislation Federal Intervention Equipping the army Economic growth Farmers Cotton Mills Labour Force Immigration

Resources!

Union Army NOTE: The bigger the shape, the bigger the strength!

Confederate Army