1. Flipped Learning Union Confederate
Lincoln (p )
(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 )
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

2. 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.

3. Flip learning feedback: Political and Military Context
Union
Confederate
Lincoln (p )
(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 )
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.

4. 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.

5. 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.

6. 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.

7. 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.

8. 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.

9. 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 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.

10. 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.

11. 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
UNION pp
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

12. Resources!

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

14. Confederate Army