Who was in a better position going into the war? 2J America: A Nation Divided, c1845–1877

FLIP LEARNING TASK: You will need to research and create a top trump card on each of the following individuals (inc. a picture too!): Jefferson Davis P.G.T. Beauregard ‘Stonewall’ Jackson’ Robert E. Lee Joseph Johnston Albert S. Johnston John B. Hood James Longstreet Abraham Lincoln McDowell McClellan Burnside Hooker Meade Grant Sherman Buell Thomas Your task for today was to complete a set of Top Trump cards for the following generals and take not of the points below: With each one consider the following: Position/role Experience Success Controversy Interesting fact Whilst I come around and check your work, using your homework explain which side had the stronger leadership and why

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. Key Words:

Going into the War: The different contexts we need to consider Political Millitary Economic & Financal Foreign Relations Geographic 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.

Military Context How was the army structured? Before we look at the position of each side, we need to think about how the army was made up. TASK: Number yourselves 1 to 4 (or 1 to 3 if there are less). When I call your number out you will need to come and look at the diagram, remember it and then recreate this on a whiteboard. The first team to complete it ACCURATELY wins! 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.

Military and Political 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: Firstly, you will be divided up to look at one of the two sides. You will need to research each element using the page numbers given. 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. Ideas: mindmap, Cartoon strip, poster, 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 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: You need to ensure that your half of the sheet is completed for next lesson in order to teach the other side. 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.