The Declaration of Independence

Games for the Declaration of Independence



Signer word search
http://www.apples4theteacher.com/word-finds/declaration-of-independence.html

Pop-up paragraph
http://www.quia.com/cz/404998.html

Declaration of Independence Jumbled Words Activity
http://www.quia.com/jw/425820.html

Thinking like a Historian

Today we will examine the Battle of Lexington.  We will examine the testimony of two primary sources, as well as the textbook to attempt to put together the story of the "shot heard 'round the world".

After examining this, we will take a look at the Michael Brown case in Ferguson, Missouri- the idea is to use the skills we learned to find out what really happened in Ferguson, Missouri.

Link to case documents:  Michael Brown Case

We will concentrate on the testimony of Dorian Johnson (eyewitness account) and Officer Wilson, the policeman involved in the shooting.

Causes of the Revolutionary War Test

Click on the link to go to the test:  Test

The site will ask for your first and last name
The secret word is patriot   Make sure to answer every question!

Study Guide for Causes of the Revolutionary War

Click on the link to view and copy study guide:  Causes of the Revolutionary War
Fill it out today, in class.

The Stamp Act

You can find the document shared in class at Chart. Copy and paste to a google doc to answer questions.

The reading passage for this assignment is at Stamp Act

The Southern Colonies

     Settlers in the Southern colonies came to America to seek economic prosperity they could not find in Old England. The English countryside provided a grand existence of stately manors and high living. But rural England was full, and by law those great estates could only be passed on to the eldest son. America provided more space to realize a lifestyle the new arrivals could never dream to achieve in their native land.   

     The economy of growing CASH CROPS would require a labor force that would be unknown north of Maryland. Slaves and indentured servants, although present in the North, were much more important to the South. They were the backbone of the Southern economy.

To get the questions for the Southern Colonies, click on the link:  Southern Colonies

The Middle Colonies

Of the three regions (New England, Middle, and Southern), the Middle Colonies were the most diverse.  If you had traveled through the Middle Colonies in the 17th and 18th centuries, you would have found many different religious groups, and people from all over Europe.  

Today, you will research the Middle Colonies.  Again, our focus will be on why a colony was founded.  Remember to summarize what you read, and follow the examples I have given to you in class.

If you were gone from class, or lost the question sheet, click on the following link:

The Middle Colonies

This assignment will be due on Monday, November 17th.

How did the Thirteen Colonies become the Thirteen Colonies?

Today, we will begin studying the Thirteen English Colonies.  We will start with the New England Colonies.  I have a simple question sheet for your research. As you fill out the sheet, keep in mind to summarize, summarize, and summarize the information in your own words, in complete sentences.   If you are gone today, or just lost the sheet, it can be found at this link:  The Thirteen Colonies 
Print the page and fill it out.

What happened in Salem that led to the Salem witchcraft trials?

Read the following short articles:

Words about the word "witch"

Witchcraft in New England

Causes for the outbreak of witchcraft hysteria in Salem, Massachusetts

1) Construct a timeline of your person's involvement in Salem witch trials- you may need to look back at the link to important people in the Salem Court Records- use lined notebook paper, write a sentence for each event on your timeline.  Keep in mind that you are really collecting information to help you do the second part of the assignment, so attention to detail is important.

2)  Pretend that you are the person you chose- write 2 to 3 paragraphs in first person, explaining what happened to you, and why.    Try to link it to what you know about the Puritans.

You will work on this assignment today, Thursday, and Friday.  It should be turned in on Monday, at the beginning of class.

Puritans and the Salem Witch Trials

Click on the link to read  John Dane's Narrative.

Read the first five paragraphs of John Dane's Narrative, until you reach the following passage:

Then said my mother, "go where you will, God he will find you out." This word, the point of it, stuck in my breast; and afterwards God struck it home to its head.

1. What does John Dane's piece about morality tell you about Puritan life?
2. Define 'Providence' and explain John Dane's beliefs about Providence.
3. In the third paragraph of John Dane's narrative, he relates a story about his upbringing.  Write a paragraph, explaining how this story makes you feel. How is this different or similar to your own interactions with your parents?
4. Choose one paragraph in John Dane's narrative and summarize it in your own words.

3) Making it personal: Choose a person from the Salem Witch Trial historical record on the website "Important Persons in the Salem Court Records"  and write five sentences about him or her answering some of the following questions, or questions you come up with on your own.  Pay close attention to your individual's history and personality, as you will follow him or her throughout the remainder of the lesson.

Important Persons in the Salem Court Records

1. How old was the person?
2. What was the person's occupation?
3. What do we know about the person's family?
4. Why do people think this person was accused of witchcraft and/or accused others of witchcraft?
5. What is most remembered about this person in current popular culture, if anything?
6. Was this person wealthy or poor?
7. Where did this person live?                                                                                                         
When you are finished, you may go to

National Geographic's Salem Witch Trials

 

The New England Puritans

 Just as the society around us shapes the way we think and act, so did it shape the people of Salem, Massachusetts in the 1600s. Look at the websites listed below, and, on a Google doc answer the questions about life in Puritan New England. Note that many of the websites contain interactive images. Click on the images to open them, and mouse-over the image to discover more about it.

Below, you will find the links and questions.  Copy the links and questions to a Google Doc, research and answer 12 of the questions, share with me-  Do not share until you have finished the assignment.

Section One:

The Puritans

The Puritan Idea of the Covenant

New Groups: A Great Migration

Working: "To 1 day work at my house"

Beliefs: A City upon a Hill

1. What values that we now consider 'American' were contributed by the Puritans?
2. In the 1920s, how did people remember the Puritans? Define the word 'caricature' and explain how it relates to the Puritans.
3. To what extent did Puritans condemn alcohol consumption, artistic beauty, and poetry?
4. What did the Puritans believe was the primary purpose of government?
5. What did the Puritans think about the separation of church and state?
6. What is a 'separatist'? Were the Puritans 'separatists'? If not, describe their philosophy regarding the Church of England.
7. What is a 'covenant'? Explain the function of 'covenants' in the way the Puritans saw the world.
8. Did Puritans believe in tightly knit communities and families, or did they value families that were dispersed?
9. Describe some reasons why Puritans came to America from Europe.
10. What were some of the strategies New England colonists used to deal with the labor shortage?
11. Describe some of the religious beliefs of the Puritans.

Section Two

Gender Roles: Beliefs and Gender Roles

Education: Print and Protestantism

Customs: Possessions Reveal Social Standing

Getting Things: Importing Status

Child Life: Fleeting Mortality

1. Look up the word 'Patriarchal' on line. Define what it means, in your own words.
2. What were some of the responsibilities of men in the 1700s in Colonial New England? What were some of the responsibilities of women?
3. Explain how the story of Adam and Eve was used to perpetuate prevailing ideas about men and women.
4. Were schools important in New England? Did people know how to read?
5. Were there as many schools in other parts of America as there were in New England?
6. Did wealthy people tend to spend a lot of money? What are some of the things you think they would buy?
7. What does 'conspicuous consumption' mean?
8. Why did so many children die at young ages in colonial New England?

Section Three

The Land 1680–1720

Agriculture: Agriculture and Community

Public Space: The Meeting House

1. According to your reading, what did most Europeans think of the North American Landscape?
2. What were some early colonial industries?
3. What was the center of public and religious life in New England?
4. Describe the common field system.
5. What were some results of European fences, mills, grass, and livestock being brought to New England?
6. Explain how a mill worked.
7. What were the criteria that a committee would use to "seat" the meetinghouse?
8. Who was allowed to vote? What did they vote on?

The Pilgrims

Today you will take a field trip to Plimoth Plantation, where you will learn about the Pilgrims who settled in the Massachusetts area in 1620.  You will be reading some primary documents and learning about the Wampanoag People.  

When finished with the activity, you will write a historical fiction story.  Begin by creating a fictional character that is either a member of the Wampanoag people or an English colonist.  Your story should be about events leading up to and including the Thanksgiving feast.  Remember, this is your chance to be creative, but your story must have been possible based on the facts you discovered on the website.
Click on the following link to get started:  Plimoth Plantation

If you are at home today, there is a google doc that gives you instructions on how to navigate the site. In addition, you will need to create a KWL chart.  The chart should have 3 columns:
What I think I know, What I would like to know, and What I learned.
This can be created on a google doc or simply written on lined notebook paper.
Google Doc Instructions

The "Starving Time" in Jamestown, Virginia

Click on the following link to read the primary documents and answer the questions in the hand-out:

Primary Documents

Cracking the Case

Based on your analysis of the documents and citing evidence to support your answer, please write a paragraph or two answering the following question: So what happened that caused the "starving time" in Jamestown colony? Within your analysis, please indicate whether you were satisfied with the evidence and list any additional questions that have been left unanswered through your investigation.

On The Trail With Captain John Smith

National Geographic: On the Trail with John Smith

History Globe:  Jamestown Adventure

Jamestown Millionaire  win a million dollars- then show me

Jamestown Hangman

Jamestown Java Games

Jamestown Interactive Exploration



Jamestown: First Successful English Colony in America 

---

On This Site • American History Glossary • The First European Settlements in America • Colonial Times

Explorers had been landing in America for some time before English settlers arrived in what is now Jamestown, Virginia, in 1607. But it was in that spot on the James River that English colonization began and with it, the history of America. 

James I was king of England at that time, and he had granted approval for a group of businesspeople to settle in this new land. They were part of the Virginia Company, and they got the go-ahead in 1606. By December of that year, the expedition was ready.
In all, 214 people set sail for America. They reached it on May 14, 1607. Very soon after they landed, the English found themselves under attack from Algonquins, a Native American tribe who had been living in that area for some time and who didn't exactly welcome new settlers. The English managed to drive off the attackers, who came back every now and then. The English, however, were there to stay.
Under the leadership of Captain John Smith, the English built a fort and other buildings designed to protect their new colony. They also found friendly Native Americans, like Powhatan, who was willing to trade with them. 
The terrible winter of 1609 convinced most of the settlers to abandon their new life, however. Only 60 of the 214 settlers survived this harsh winter, which was also hard on Powhatan's tribe and other neighboring Native Americans.
(It is this Powhatan, also, whose daughter Pocahontas eventually married John Rolfe.)
One of the main crops grown by the English settlers was tobacco, which they sold to Native Americans and to people back in England, beginning in 1612. Tobacco became a very popular crop because it was easy to grow and because it brought in so much money.
Once the money started flowing in regularly, the Jamestown colony grew, as did other settlements in Virginia and in other states along the eastern seaboard.
America's first elected assembly, the House of Burgesses, met in Jamestown for the first time on July 30, 1619. This group boasted many famous members through the years, including Patrick Henry, George Washington, and Thomas Jefferson.
The year 1619 also saw another significant development: the first arrival of black workers on boats from Africa. These men and women were originally indentured servants, who worked a plot of land for a few years and then got to keep the land as owners. (The slave trade didn't get into full swing in this part of America until the 1680s.)
Jamestown was also the capital of Virginia and remained so until 1698. 

This article is from a site called   "Social Studies for Kids".  The article can be found online athttp://www.socialstudiesforkids.com/articles/ushistory/jamestown.htmhe

Maya, Aztec, Inca Scavenger Hunt

Inca, Maya, and Aztec Internet Scavenger Hunt

Copy the following page onto a google doc.  Answer the questions, then print.

Inca

Incas

1. How long did the Inca society last?

2. Who was at the top of the Inca society? Who was at the bottom of Inca society?

3. In terms of religion, the Incas were ________________________. Which god was the most important?

4. Who led the Spanish army that conquered the Incas? When? How many Spanish and Inca soldiers fought?

Mummies of the Inca

5.  The first Inca mummy was found in the year ___________.

6.  What was the purpose of Inca mummies of sacrifice?

7.  What was the sacrifice called?

Quechua Language

8.What is “Quechua”?

9. Quechua is spoken by how many people?

Mayan

10. Name the gods in Maya Society.

11. What reasons are given for the collapse of Maya Society?

12. Of what did the Maya calendar mark the movement?

13. Were reading and writing considered important in Maya society? What evidence supports your answer?

Internet Resources: Maya Gods

                                Reading and Writing

                                Reason for “Collapse” of Maya Civilization

                                Maya Calendar

Aztec

14. What is the Aztec calendar made of? What do the pictures on the calendar represent? How many days per month and how many months per year does the calendar have.

15. Who conquered the Aztecs?

16. List five Aztec gods and Goddesses. What did each of these gods represent?

17. How was Aztec society divided?

18. What language did the Aztecs speak?

19. Who was educated in the Aztec society? What did boys learn primarily? What did girls learn?

How were teachers regarded?

Internet Resources: Aztecs: Calendar and Religion

                                Aztec Gods and Goddesses

                                Aztec Culture

                                

Archaeology: Missing Mayans

click on the following link, collect clues, then write your answer to the question- use evidence to support your answer!

Why did the Mayan city of Copan collapse?

Use archaeology to discover how a great civilization disappeared!

Should we celebrate Columbus Day as a U.S. Holiday?

On Monday, October 13 (Columbus Day), Mrs. Atwood would like to designate a portion of the school day to celebrating Christopher Columbus.  She has asked the teaching staff to develop activities in order to help students understand why we celebrate Columbus Day.

Mrs. Atwood will be in our class this period to have a discussion about it.  She wants your input!

Get into your groups, discuss some talking points before she arrives- and let's have a substantive conversation with her.


 When Mrs. Atwood leaves, you will write a letter informing her of why we should or should not have a special day designated to celebrating Christopher Columbus.  Please write your letter in formal style:  Dear Mrs. Atwood, introduce who you are and why you are writing, etc.  Make sure you sign it!  Mrs. Atwood will receive every letter!

The Columbian Exchange

Historical Fiction Story

This week we are writing historical fiction stories. Students choose a European expedition to the New World. After reading, they create a fictional character to either place in the expedition as a European, or to be a member of a real Native American Indian tribe that came in contact with that expedition. Students include elements of the Columbian Exchange as well as create a story line for their character.

First, students read about the Columbian Exchange, then collect and categorize good and bad things traded between Europeans and Native Americans. These items might include plants, animals, technology, disease, ideas, etc.

Reading for the Columbian Exchange can be found here:
http://ericir.syr.edu/Virtual/Lessons/crossroads/sec4/Unit_2/Unit_IIQ3R1.html

Use the benefits and drawbacks sheet to collect information about the Columbian Exchange:
http://ericir.syr.edu/Virtual/Lessons/crossroads/sec4/Unit_2/Unit_IIQ3R2.html

The second step is for students to choose a European expedition from our study last week.

The third step is to create a character page. A picture of the character is drawn, personal background information about the character should be included. Two statements must be completed on this page:
1) My main character wants _____________________ more than anything else in the world.
2) My main character wants to avoid ___________________ more than anything else in the world.

The fourth and final step is to actually write the historical fiction story.
The benefits and drawbacks sheet; the character page; and the story are due on Friday.

Christopher Columbus: Hero or Villain

Click on the link to learn about Christopher Columbus and play the game Rags to Riches

First:  read the information about Columbus

Second: play the rags to riches game- If you win a million dollars, show me!  If not, play until you win.

Third: play the Christopher Columbus Game.  Once you have played the game and have taken the quiz at the end, print your certificate with your name on it.  Give it to me.

Watch Columbus videos    Create a T-Chart with hero in one column and villain in the other.  As you watch, take notes.  After watching the videos, continue researching online.  

Next, write an essay that is at least 5 paragraphs long, to answer the question:   "Was Columbus a hero, or a villain?" 

Remember, when you make a statement about Columbus, you must back it up with facts and details. Not only that, but when you write facts and details- you must prove that it really happened!  In other words, find primary sources that support your claims.  These can easily be found by searching for journals of Columbus, letters from Columbus, letters about Columbus, etc.  Use quotations from the sources you find in your essay.  Keep in mind, when you include a quote to prove your point, you must explain to the reader how it relates to your argument.  

A little help:  use the outline to help you write the essay, it will help keep you on track!

     

Age of Exploration- Vocabulary

Just in case you missed class (there are a few of you), I have listed the vocabulary words students received in class today.  If you do not have a textbook, feel free to look them up on the internet and write down the information on lined notebook paper.  It is due on Tuesday of next week.

The Age of Exploration- Vocabulary (pages 32-49 in textbook)

1. Commercial Revolution:

2. capital:

3. joint-stock companies:

4. Renaissance:

5. astrolabe:

6. monopoly:

7. Prince Henry:

8. caravel:

9. Bartolomeu Dias:

10. Christopher Columbus:

11. Ferdinand and Isabella:

12. viceroy:

13. Line of Demarcation:

14. Treaty of Tordesillas:

15. Vasco da Gama

16. Pedro Alvars Cabral:

17. John Cabot:

18. Amerigo Vespucci:

19. Vasco Nunez de Balboa:

20. Ferdinand Magellan:

The Big Essay

Now that we have researched Pre-Columbian Native Americans, we are ready to answer the question "Were Pre-Columbian Native Americans worthy of respect?".
Keep in mind, we are not trying to judge a civilization based on our values, but rather decide whether or not that civilization had culture.  When historians and archaeologists study a civilization, they look at the culture to better understand its people.  For our purposes, we have divided culture into three parts:  Economic, Social, and Political.

Your job is to prove that Pre-Columbian Native Americans did have economic, social, and political cultures.  Use the notes you wrote on the graphic organizer, and if necessary use the textbook.

Steps in this process:
1.  complete the graphic organizer
2.  complete the outline
3.  write a rough draft
4.  have rough draft peer edited
5.  type a finished essay
6..  score the finished essay on the scoring guide

Turn-in:  graphic organizer, outline, rough draft, the finished essay, and the scoring guide stapled together by the beginning of class, Wednesday, September 17th.

Geography Whiz!

Click on the following links (in order) to play geography games that help you learn the physical features of the United States:

1.  Geographic Regions of the U.S.  (tutorial)

2.  Geographic Regions (game)

3.  Lakes (tutorial)

4.  Lakes (game)

5.  Rivers (tutorial)

6.  Rivers (game)

7.  Oceanography (tutorial)

8.  Oceanography (game)

Welcome Back!!

Pre-Columbian Native Americans

We tend to think of American history beginning with the first voyage of Christopher Columbus to the New World in 1492.  In reality, it was not a new world, in fact people had been living there for thousands of years.  Many civilizations had sprouted and thrived in fertile North America.

Our first area of study in 8th grade social studies features Pre-Columbian Native American civilizations.  We will study the geographic, economic, social and political aspects of several tribes from the different culture areas. During this unit we will collect, organize, analyze, and interpret information.  Then we will make an evaluation of Pre-Columbian Native American civilizations, synthesizing an essay to answer the question, "Were Pre-Columbian Native Americans worthy of respect?"

Step one in this unit will be to complete the Hunters Move to America Map
Step two in this unit will be to  Begin working on: Physical Map of North America.

Step three: complete a  Native American culture area map  

Step four:  choose a Native American culture area to research

Step five:  complete graphic organizer for economic, social, political, and geographic aspects of culture area
Step six:  complete  Outline  for essay

Step seven:  Write the 5-paragraph essay

Step eight:  Score your essay on the rubric

Flight to Freedom

Today you will start playing "Flight to Freedom", a game that takes you through slavery, the Civil War, and Reconstruction.

If you find that you cannot get on the site to play, go to:  End of the year test instead.

Civil War Vocabulary

Civil War Review

Civil War Scavenger Hunt

Civil War Battleship

Civil War Jeopardy Challenge

Random facts about the Civil War

Civil War simulation

Across Five Aprils

Across Five Aprils Project

Newspaper Webquest

Introduction:  You and a partner are reporters and editors living in southern Illinois during the Civil War.  This border territory, like Newton in Across Five Aprils, is in a turmoil of conflicting feelings.  Illinois is a Union state, but many people have family and friends in the South.  Many local men have gone off to fight for the Union, but several, like Bill, have left to join the Confederacy.

Task:  As a team, you will research, write, and edit a special edition of your newspaper that focuses on a specific battle mentioned in Across Five Aprils.  In this edition of your paper, you must include at least the following: (1) a news article about the battle (including quotes from soldiers and/or officers); (2) a human interest story (local or national, not directly tied to the war);  (3) a letter to the editor from a local resident, who may be for or against the war (politician, freed slave, soldier, wife, businessman, etc); and (4) graphics, such as political cartoons, maps, and/or photographs.  In addition, you may want to include other articles or features (true to the time period!) common to many newspapers: (obituaries, sports, classified ads, etc.).  The newspaper will be created using a Google doc.  If you do the minimum you can earn at most, a C.  If you do a little more, you can earn a B.  To get an A, your newspaper should be full of good stories, pictures, etc.   Every story, picture, map, etc. must have a live link to the url address so I can see where you got the information.  
Scoring Rubric for Newspaper Project

Process Divide the necessary roles with your partner.  You will need an overall editor as well as reporters for each article.  Decide whether you want to be pro-Union or pro-Confederacy, as this will determine the editorial position of your paper. Pick a battle mentioned in Across Five Aprils.  Use the chapter resources to begin your research. Broaden and deepen your research through general resources and listing of primary documents on the Internet. Write the articles. Find the answers to who, what, when, where, why, and how as necessary. Be sure that your information is accurate - newspaper reporters always check their facts through multiple sources.  Use illustrations to make your story clear and interesting to the reader. Write catchy, concise headlines. Meet your deadlines!  Edit the articles. Publish your paper (Don't forget to share with me!)  Remember that newspapers are printed in columns.  You will need to use the table feature of Google docs to make the columns.

 General Civil War Resources

The American Civil War: The Struggle to Preserve the Union  
Map of the Union & Confederacy
Other Civil War Maps
The Valley of the Shadow Project
The American Civil War Homepage
Vermont in the Civil War
Civil War Terminology
Civil War Quotes
This Week in the Civil War
Financing the Civil War Exhibit at the Museum of American Financial History
Civil War Medicine (brief description plus extensive links with follow up information)

Primary Documents:

 Newspapers

The Historical New York Times Project:  The Civil War Years 
Secession Era Editorials Project at Furman University (newspaper editorials leading up to the Civil War)
"A Tough Story" in the Cleveland Plain Dealer May 1861
Selected Articles-Cleveland, Ohio Newspapers 1861-65
Confederate Calvary desertion notice (1865)

Memoirs

Personal Memoirs by Ulysses S. Grant
Reminiscences of the Civil War by Gen. John B. Gordon
From Manassas to Appomattox by Lt. Gen. James Longstreet (CSA)
Advance and Retreat by Lt. Gen. J. B. Hood (CSA)
The Memoirs, Diary, and Life of Private Jefferson Moses, Company G, 93rd Illinois VolunteersCivil War Memories of Robert C. Cardin, Company B, 16th Tennessee Infantry

Letters

Letters from Ft. Sumter
Diaries, Letters, Recollections 
Photographs and Artwork

Selected Civil War Photographs (searchable index at the Library of Congress)
Valley of the Shadow Images Search (searchable index of photos and illustrations of battles)
Images of Wartime at The American Civil War Homepage
Civil War Cartoons (examples of political cartoons; some are difficult to read)
Civil War Album (modern photographs of battlefields, maps & official reports)
Maps

Civil War Maps (searchable index of historical maps at the Library of Congress)
Perry-Castañeda Library Map Collection (alphabetical listing of U.S. National Parks & Monuments)
Rare Civil War Map Collection at the University of Georgia Libraries

Miscellaneous (diaries, poems, sermons, legislation, etc.)

Documenting the American South (collection of electronic texts at UNC Chapel Hill)
Documentary Records at The American Civil War Homepage (public and private documents)
Digital Library and Archives at Virginia Tech (scroll down below photo for listing of documents)
Civil War Navies: Official Records (telegrams and reports about the battle at Hampton Roads)
The Official Records of the War of the Rebellion (Commanders' After Action Reports)
Confederate States of America Documents (The Avalon Project at Yale Law School)
Civil War Women On-line Archival Collections at Duke University
Clipart (modern clipart as well as historical line drawings)

Secession Related Documents

The Constitution of the Confederate States of America (1861)
Comparison of USA vs. CSA Constitutions
South Carolina Declaration of Secession ( Dec. 24, 1860)
Texas Ordinance of Secession (Feb. 2, 1861)
Mississippi Declaration of Secession (?)

The links below are intended to be starting places for independent research, not an inclusive look at the Civil War.  Where possible, I have tried to include multiple links for some information to provide a balance of viewpoints, as well as to prepare for those inevitable days when particular websites are down.  Items marked (2) have a second link to another website.  Battle names follow those used in the text, which in general uses Union names.

Chapters 1-6

Attack on Fort Sumter (2)
Battle of Bull Run (Manassas) (2)
Battle of Wilson's Creek
General John Charles Fremont

"Jethro listened with fascination to the new names of men and places.  He heard admiration voiced for a brilliant young officer named McClellan, who had been put in top command of the army in the East.  He became aware of such names as Seward and Chase; he knew who Senator Sumner was and old Thad Stevens, what such names as Wendell Phillips and Henry Ward Beecher stood for, what roles were being played by Jefferson Davis and Robert E. Lee."

Ulysses S. Grant
Battle of Fort Henry
Battle of Fort Donelson
General Albert Sidney Johnston (CSA)
Battle of Pea Ridge
Battle of Shiloh (Pittsburgh Landing) (2)
General William Tecumseh Sherman   (memoirs of)

Chapters 7-9

General P. G. T Beauregard (CSA)
General Don Carlos Buell
Battle of Corinth
General John Pope
General Philip Sheridan
Battle of Antietam
Battle of Fredricksburg
Battle of Stones River
The Draft in the Civil War and Draft Riots
Desertion  of Eb and Court Martial Records
Letter of Pardon from President Lincoln 

Chapter 10

Battle of Chancellorsville (2)
General Joseph "Fighting Joe" Hooker
General Ambrose Burnside
General William "Old Rosy" Rosecrans
General Braxton Bragg (CSA)
General Pemberton (CSA)
Admiral Foote
General George Meade
Battle of Gettysburg (2)
Battle of Vicksburg (2)
President Lincoln writes "The Father of Waters again goes unvexed to the Sea." 

Chapter 11

Battle of Chickamauga (2) 
Emancipation Proclamation
General James Longstreet (CSA)
General George Thomas "The Rock of Chickamauga"
Battle of Logan's Crossroads (2)
General Alexander McCook 
General Thomas Crittenden
Gettysburg Address Exhibit and Plain Text Version
Lincoln's Proclamation of Amnesty and Reconstruction (Dec. 8, 1863)
General Henry Halleck
Horace Greeley
Battle of the Wilderness (2)

         Battle of Spotsylvania

Battle of Cold Harbor (2)
Siege of Petersburg (2)
Admiral Farragut
Battle of Mobile Bay (2)
Fall of Atlanta
General Early (CSA)
Battle of Cedar Creek (2)
General Hood (CSA)
Battle of Franklin (e-book by John Copley)
Battle of Nashville (2)

Chapter 12

Sherman's March to the Sea (2)
Andersonville Prison
Camp Douglas
General John Schofield
13th Amendment to the Constitution
Surrender at Appomattox
Battle Hymn of the Republic
Assassination of President Lincoln