1. Division, War, & Reconciliation 1855-1865
Unit V
Division, War, & Reconciliation

2. The North vs. the South
The Missouri Compromise of 1820 and the Compromise of 1850 could not contain the ideological differences between the 2 halves of the country.
War appeared inevitable.

3. The North Commerce was king.
Industrial Revolution and improved transportation blazed a path for industry.
Immigration brought in large numbers of Irish and Germans.

4. The South Cotton was king. Farming was their largest industry.
Slower-paced life
Viewed Slavery as its “lifeblood”

5. The South begins to secede from the other states.
South Carolina goes first.
Other states quickly followed.
In 1861, 7 states establish the Confederate States of America.
Lincoln will not accept this.

6. The leaders Robert E. Lee commanded the southern forces.
Ulysses S. Grant headed up the northern forces.

7. The Battles Bull Run Fort Donelson Shiloh Antietam Fredericksburg
Chancellorsville
Gettysburg
Vicksburg
Chattanooga
Atlanta
Petersburg
Appomattox Court House

9. Wartime Literature Spirituals Slave Narratives Abolitionists
The North Star
Autobiography
Poetry
Memoirs
Diaries
Speeches

10. Activities for 2/6
Please complete the following using a piece of notebook paper:
1. Read about Lee and Lincoln on page 376 and jot down notes over each man.
2. Pause and reflect (and write down your thoughts): If Illinois were to secede from the U.S. and a civil war ensued, with whom would you side? Would you be willing to fight and/or see your loved ones fight?
3. Think about what’s going on in our society right now. Are there any similarities to American society in (before the war began)?

11. “Letter to His Son” “Secession is nothing but revolution.”
“I shall return to my native state and share the miseries of my people; and, save in defense, will draw my sword on none.”
Discussion questions from page 379 #2, 3
4. Now that we’ve seen Lee’s perspective, look back over your thoughts. Do you share in his opinions? Have yours changed?

12. “Gettysburg Address” https://www.youtube.com/watch?v=BvA0J_2Z pIQ
Identify examples of oratorical devices used in Lincoln’s speech
Rhetorical devices, exclamation, parallelism, repetition, restatement (not all of them are used)
How does Lincoln use diction to impact his listeners?
Discuss questions 5, 6

13. Wiesel’s “The Perils of Indifference”
Elie Wiesel’s “The Perils of Indifference”
2:30-6:00
Listen to this speech and respond to the following:
1. How is this speech thematically similar to Lincoln’s?
2. For what reasons will the 20th century have a dark shadow cast across it?
3. What is indifference?
4. When we act with indifference, it reduces the people in pain to a state of _______________.

14. Group Readings
Your group will be assigned a reading selection from pages Get out one sheet of notebook paper for the whole group.
Read the passage independently or together— you choose.
After reading, pass the paper around and each person should write down one important fact. Cycle the paper until it is agreed that you are all finished.
Choose a presenter to share the information about your person/topic with the class.
You should be taking notes independently while others share their information.

15. Unit Themes to Ponder Individuals have a responsibility to others.
Literature reflects how humans respond to tragedy in different ways.

16. Walt Whitman
The Good Gray Poet
New Yorker
Journalist
Leaves of Grass
Maybe the most influential poet ever (in American Lit.)

17. The elegy began as an ancient Greek metrical form and is traditionally written in response to the death of a person or group.
The elements of a traditional elegy mirror three stages of loss. First, there is a lament, where the speaker expresses grief and sorrow, then praise and admiration of the idealized dead, and finally consolation and solace.
American Academy of Poets. “Poetic Form: Elegy.” Poets.org. Academy of American Poets, Web. 14 Jan
O Whitman, My Whitman

18. http://www.youtube.com/results?search_query =o+captain+my+captain&sm=3

19. http://www.allaboutbirds.org/guide/hermit_thr ush/sounds

22. Unit Vocabulary Oppressed – adj. – burdened with unjust restraints
Smite – v. –to strike with a firm blow
Congenial – adj. – pleasant or agreeable
Benevolent – adj. –well-meaning and kind
Stringency – n. – the quality of being strict or precise
Depravity – n. –moral corruption; wickedness
Consternation – n. –feelings of anxiety or dismay
Redolent – adj. –strongly suggestive of something
Perusal – n. – the act of reading or examining something

23. Unit Vocabulary cont.
Anarchy – n. –state of disorder due to lack of authority
Redress – v. –to remedy or make right
Calamity – n. –an event causing sudden damage; a disaster
Consecrate – v. – to make or declare sacred
Hallow – v. – to honor as holy
Vehement – adj. – showing strong feeling; passionate
Atone – v. – to make amends

24. Unit Vocabulary cont.
Sanguine – adj. cheerful or hopeful in times of distress
Brevity – n. – briefness
Decorum – n. – proper behavior

25. Extra Credit Opportunity
Research Edward Coles and tell me about him in a paragraph. Include why he is a relevant figure in Edwardsville’s history.
If you choose, you can partner up, and your partner can research Ninian Edwards.
(He’s also important to Edwardsville, but he’s not as cool as Coles. In fact, you could say he’s a bit of a ninny.)