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Grade: 11-12

Title: Utilizing the strengths and weaknesses present

in the Union and Confederacy, create a multi-part

strategy for victory in the Civil War for the Union

and Confederacy. (CP, Honors)

Title: Through an investigation of political, cultural

and military factors of the United States during the

Antebellum Era (1820-1860) design a plan of action

for the Union and Confederacy to be victorious in the

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South Carolina Department of Education | Office of Standards and Learning in partnership with the University of South Carolina

2018

Civil War which is able to accentuate strengths while

limiting weaknesses. (AP, IB)

Document-Based Question for the

South Carolina Social Studies Academic Standards

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South Carolina Department of Education

Office of Standards and Learning

2018

Introduction to DBQ

Students often assume that strategy employed during a time of war is determined by only military factors at the time of the conflict.

Additionally, students assume wartime strategy is developed after consideration of a combatant's strengths more so than the

identification of the opponent's weaknesses and an exploitation of those weaknesses. Furthermore, in many conflicts the victor is the

combatant that is able to equally weigh their strengths and weaknesses as well as their opponent's strengths and weaknesses and

articulate a strategic plan that is able to utilize all of those data points. This DBQ challenges students to consider that development of

various strengths and weaknesses of the Union and the Confederacy that developed in the long and short-term during the Antebellum

Era (1820-1860), thereby allowing the student to create their own strategic plan of action for both, the Union and Confederacy.

Students must be able to rely on their ability to contextualize events or policies of the Antebellum Era in order to create military

strategy for the Civil War Era for both combatants (the Union and the Confederacy). Students must also be able to consider the

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potential outcomes of a single decision strategically, thereby creating causation and continuity, as students attempt to evaluate the

merit of strategic decisions that could have been made during the Civil War Era. Lastly, students must be able to compare the

strategic decisions and priorities that they made throughout the exercise to the decisions made by political and military leaders of the

Civil War Era. This DBQ activity will allow students wide berth as they collaborate with peers and utilize creativity, critical thinking

and problem-solving skills to create their own historical significance of Antebellum Era events and policies when creating Civil War

strategy by both combatants. Teachers are encouraged to use three (90 minute blocks) to five days (50 minute periods) to complete

the DBQ activity and may use a written essay, Socratic Seminar or student presentation to assess student learning.

Standard(s) and/or Indicator(s)

There are two types of standards/indicators for each instructional plan. Targeted standards are standards/indicators that will

be taught and assessed throughout the unit while embedded standards are those that have been spiraled through the

curriculum and will be present, but not all will be formally “taught.” ELA standards can be listed as embedded standards in

addition to other Social Studies standards being spiraled. Assessment of these indicators/descriptors (as applicable) will be

included in both summative and formative assessments, as they have been previously taught.

Targeted:

Standard 2: Demonstrate an understanding of the relationship between economic and continental expansion and the evolving

disagreements over natural rights and federalism from 1803–1877.

USHC.2.CE Evaluate the causes and consequences of economic and geographic expansion through significant turning points from

1803–1865.

USHC.2.CX Contextualize the perspectives on the role of the federal government in securing natural rights during the period 1830–

1877.

USHC.2.P Summarize the impact of technological changes and social developments on the U.S., including the Civil War, during the

period 1815–1865.

USHC.2.CC Differentiate the patterns of continuity and change within the development of sectionalism and reunion.

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Standard 3: Demonstrate an understanding of how innovation and industrialization impacted demographic change, reform movements,

and American identity from 1862–1924.

USHC.3.CC Analyze significant developments in the settlement of the frontier between 1862–1924.

South Carolina Social Studies College- and Career-Ready Standards. (2019). South Carolina social studies standards. [PDF

document]. Retrieved from:

https://ed.sc.gov/index.cfm?LinkServID=9677E07B-CFFE-6A5C-AA47F98625149ABC

Embedded:

Inquiry-Based Literacy Standards:

Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple

perspectives.

2.1: Analyze ideas and information from text and multimedia by formulating questions, proposing interpretations and explanations,

and considering alternative views and multiple perspectives.

Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world

through exploration, collaboration, and analysis.

3.1: Develop a plan of action by using appropriate discipline specific strategies.

Reading - Literary Text (Meaning and Context):

Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions,

analyzing, synthesizing, providing evidence, and investigating multiple interpretations 5.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

text including determining where the text leaves matters uncertain; investigate multiple supported academic interpretations.

South Carolina Department of Education. (2015). South Carolina college and career read for


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English language arts [PDF document]. Retrieved from:

https://ed.sc.gov/scdoe/assets/file/programs-services/59/documents/ELA2015SCCCRStandards.pdf

“I Can” Statements

Day 1: I can explain using historical documents and graphic organizers the various political, economic, cultural and military

motivations for the Civil War by the Union and Confederacy.

Day 2: I can explain using historical documents and graphic organizers the military objectives, strengths and weaknesses of the

Union and Confederacy in the immediate period before the start of the Civil War.

Day 3: I can develop a strategic plan of action for the Union and Confederacy that applies my historical knowledge of the strengths

and weaknesses of the Union and Confederacy and present my findings through a written response, Socratic Seminar or presentation.

“I Can” statements are learning targets of what students need to know and be able to do as it relates to the standard/indicator(s) the

DBQ is targeting.

Historical Question

Utilizing the strengths and weaknesses present in the Union and Confederacy, create a multi-part strategy for victory in the Civil War

for the Union and Confederacy. (CP, Honors)

Through an investigation of political, cultural and military factors of the United States during the Antebellum Era (1820-1860) design

a plan of action for the Union and Confederacy to be victorious in the Civil War which is able to accentuate strengths while limiting

weaknesses. (AP, IB)

Domain of Knowledge

DOK Level 3: Strategic Thinking; DOK Level 4: Extended Thinking

DOK Level 3: Strategic Thinking: Requires higher cognitive demands. Students explain/justify thinking and provide supporting

evidence for reasoning or conclusions drawn. These tasks usually require reasoning, complexity, developing a plan or sequence of

steps, and have more than one possible response or solution.

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DOK Level 4: Extended Thinking: Requires complex reasoning and time to research, plan, problem solving, and critical thinking

skills. Tasks involve investigation or application to the real world, and include non-routine manipulations or connections within and

across disciplines, content areas, and multiple sources. Students select one approach among many alternatives. Tasks usually occur

over an extended period of time.

Webb, N. (2002, March 28). Depth-of-Knowledge Levels of Four Content Areas

Academic Vocabulary

Some students may need extra support with the following academic vocabulary in order to understand what they are being asked to

do. Teaching these terms in an instructional context is recommended rather than teaching the words in isolation. An appropriate time

to deliver explicit instruction for the terms is during the modeling process. Ultimately, the student should be able to use the academic

vocabulary in conversation with peers and teachers.

● the Union ● the Confederacy ● Confederate States of America ● Secession ● Antebellum Era ● Anaconda Plan ● Partisanship ● Abolitionism ● Sovereignty ● Nullification ● Blockade ● "Total War"

Historical Thinking Skill(s)

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Students must be able to rely on their ability to contextualize events or policies of the Antebellum Era in order to create military

strategy for the Civil War Era for both combatants (the Union and the Confederacy). Students must also be able to consider the

potential outcomes of a single decision strategically, thereby creating causation and continuity, as students attempt to evaluate the

merit of strategic decisions that could have been made during the Civil War Era. Lastly, students must be able to compare the

strategic decisions and priorities that they made throughout the exercise to the decisions made by political and military leaders of the

Civil War Era.

Visit the College Board page concerning Historical Thinking Skills for more information:

https://apcentral.collegeboard.org/courses/resources/ap-history-disciplinary-practices-and-reasoning-skills

Prior Knowledge

Grade Three: Students should have prior knowledge of the course of the Civil War. (3-4.4)

Grade Four: Students should have prior knowledge of abolitionism (4.4.P) and events and issues that led to the Civil War including

slavery in the territories, states’ rights, the election of Abraham Lincoln. (4.4.CO) Students should know about significant turning

points and the role of African Americans in the war. (4.4.CC)

Grade Eight: Student should have prior knowledge of the nullification crisis compromises over westward expansion, the Kansas-

Nebraska Act and the Dred Scott decision. (8.3.CO) They should have evaluated the arguments of secessionists in South Carolina.

(8.3.CC) Students should have prior knowledge of the strategies used by the North and the South (8.3.CE) in South Carolina.

Subsequent Knowledge

In United States Government students may evaluate significant documents in relation to the application of core principles such as the

Ordinances of Secession. (USG.1.IP)

Historical Context (Background Information)

Secession challenged democracy. A minority of Americans determined to leave the Union because they were dissatisfied with the

outcome of the 1860 election. Southerners feared that the new administration would force them to grant freedom to their slaves.

President Lincoln pledged to preserve the Union and democracy. (South Carolina Department of Education, 2011)

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Students need to understand the role the Antebellum Era played in creating the atmosphere in the United States that led to secession in

1861. Furthermore, students must be able to consider the role that the Antebellum Era events, actions and policies played in the

creation of Civil War military strategy by both the Union and Confederacy.

The course and outcome of the Civil War depended upon the economic resources of the North and the South, the geographic factors

that influenced strategy and the military and political leadership that influenced public support. (South Carolina Department of

Education, 2011)

Students should be able to create their own plans of action for the Union and Confederacy based upon the strengths and weaknesses of

both. This process may or may not mirror the history of the Civil War, but students should be allowed license in creating these

strategies, however it should also be rooted in the documents provided, prior knowledge of the Antebellum Era or the events, actions

and policies of the Antebellum Era.

Sources for the DBQ

Source A: John Calhoun letter to Samuel Ingham (March 25, 1833)

Calhoun, J. C. (1833, March 25). Letter, 1833 March 25, J. C. Calhoun to Samuel D. Ingham, page 2-5 [Letter to Samuel D. Ingham]

Retrieved from the University of South Carolina, South Caroliniana Library, Digital Collections, John C. Calhoun Paper 1782-1850

http://digital.tcl.sc.edu/cdm/ref/collection/jcalhp/id/631.

Source B: Abraham Lincoln - Cooper Union Address (February 27, 1860)

Lincoln, A. (n.d.). Cooper Union Address. Retrieved July 27, 2018, from

http://www.abrahamlincolnonline.org/lincoln/speeches/cooper.htm (Annotation) Abraham Lincoln Speech - Cooper Union Address -

New York, New York - February 27, 1860

Source C: James Henry Hammond - “Cotton is King” speech

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Hammond, J. H. (n.d.). Speech of Hon. James H. Hammond. Retrieved July 27, 2018, from

http://lincoln.lib.niu.edu/islandora/object/niu-lincoln:35455 (Annotation) Speech - James H. Hammond - "Cotton is King”

Source D: 1863 Military Map of the United States (including Forts, Military Posts and Enlarged Southern Harbors)

Johnson, A. J., Colton, J. H. & Johnson And Ward. (1863) Johnson's New Illustrated Steel Plate Family Atlas, With Descriptions,

Geographical, Statistical, and Historical. New York: Johnson & Ward. [Map] Retrieved from the Library of Congress,

https://www.loc.gov/item/2006458040/.

Source E: United States Navy Ship List - December, 1860

Register of the Commissioned and Warrant Officers of the Navy of the United States. (n.d.). U.S. Navy Ship List - December 1860.

Retrieved July 27, 2018, from https://bluejacket.com/usn_ship_list_1860.htm

Source F: 1856 Political Map of the United States (Comparative Area of Free and Slave States and Statistics)

Reynolds, W. C. & Jones, J. C. (1856) Reynolds's political map of the United States, designed to exhibit the comparative area of the

free and slave states and the territory open to slavery or freedom by the repeal of the Missouri Compromise. New York: Wm. C.

Reynolds and J.C. Jones. [Map] Retrieved from the Library of Congress, https://www.loc.gov/item/2003627003/.

Source G: Resources of the Union and the Confederacy, 1856

Reynolds, W. C. & Jones, J. C. (1856) Reynolds's political map of the United States, designed to exhibit the comparative area of the

free and slave states and the territory open to slavery or freedom by the repeal of the Missouri Compromise. New York: Wm. C.

Reynolds and J.C. Jones. [Map] Retrieved from the Library of Congress, https://www.loc.gov/item/2003627003/.

Source H: Remarks in the Citadel Register (1859-1860)

Gibbs, R. W. (1860). Official Register: South Carolina Military Academy (pg. 2, 1860 ed., Vol. April, Official Register by State

Printer). Columbia, SC. doi:https://www.dropbox.com/s/2ifr6onqo1gb84v/1860.pdf?dl=0

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Source I: Andrew C.L. Gatewood (VMI Student) letter to Gatewood Family (April 18, 1861)

Gatewood, A. C. (1861, April 18). Andrew C. L. Gatewood Letters, 1860-1864 [Letter to Andrew C.L. Gatewood to Family (pg. 2)].

Virginia Military Institute Campus, Lexington, Virginia. (Annotation) April 18, 1861 Letter from Andrew C.L. Gatewood to

Gatewood Family in Virginia Military Institute Archives [Letter to Gatewood Family] Retrieved from the Virginia Military Institute,

VMI Archives Digital Collections, Letters, Diaries and Manuscripts, Andrew C.L. Gatewood Letters 1860-1864

http://digitalcollections.vmi.edu/cdm/compoundobject/collection/p15821coll11/id/1918/show/1837

Source J: List of Graduates from South Carolina Military Academies and Current Profession - The Citadel (Charleston, SC)

and Columbia Arsenal Military Academy (Columbia, SC) in 1863

Gibbs, R. W. (1863). Official Register: South Carolina Military Academy (pg. 23, 1863 ed., Vol. April, Official Register by State

Printer). Columbia, SC. doi:https://www.dropbox.com/s/2ifr6onqo1gb84v/1860.pdf?dl=0

Potential Instructional Strategies

Day 1 “I can” Statement: I can explain using historical documents and graphic organizers the various political, economic, cultural

and military motivations for the Civil War by the Union and Confederacy.

Students complete a collaborative reading of documents chosen by the teacher and complete sorting sheet in groups for selected

documents.

Note: Teachers could use the completion of the Sorting sheet as a Formative Assessment.

Directions: Students are to use the documents provided to identify historical evidence to be used to illustrate causation, comparison

and evidence. The goal is to create a foundation from which an argument can be made concerning the prompt: Create a strategy

for the Union and Confederacy that could be used to win the Civil War.

Activity: Using the documents provided identify the side of the conflict represented and the motivations identified for the

selected side for fighting the Civil War.

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Document:

Union or Confederacy?

Motivation #1 for Fighting the Civil War: Motivation #2 for Fighting the Civil War:

Document:



Document:



List another historical example that could

be considered a motivation for fighting

the Civil War.




the Civil War.




the Civil War.


Note: When students have finished the document, a quick pair and share will allow for students to share (and defend) their thoughts

concerning other historical examples of motivation for the Union and the Confederacy to fight the Civil War.

Note: It is suggested that a master list of motivations be written on a whiteboard, smart board or in a PowerPoint slide to ensure all

students have access to all ideas. This list can stay visible for the entire exercise.

Day 2 “I can” Statement: I can explain using historical documents and graphic organizers the military objectives, strengths and

weaknesses of the Union and Confederacy in the immediate period before the start of the Civil War.

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Students complete a collaborative reading of documents chosen by the teacher and complete sorting sheet in groups for selected

documents.

Directions: Students are to use the documents provided to identify historical evidence to be used to illustrate causation, comparison

and evidence. The goal is to create a foundation from which an argument can be made concerning the prompt: Create a strategy

for the Union and Confederacy that could be used to win the Civil War.

Activity #1: Using the documents provided identify the strengths and weaknesses of the Union and Confederacy

Document:


Potential Strengths: Potential Weaknesses:

Document:



Document:




be considered a strength or weakness for

the combatants of the Civil War.


Strength or Weakness?











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Activity #2: Ranking the Strengths and Weaknesses and Brainstorming Strategy

Allow students time to rank the identified strengths and weaknesses, thereby identifying the areas that their strategy must address.

Note: Remind students that war strategy must consider both, combatants strengths and weaknesses as they must both be able to

accomplish their goals while not being defeated. Examples that could be used include the Revolutionary War strategy of the

Continental Army: Strength - knowledge of the terrain and system of communication, Weakness - lack of supplies and trained

soldiers, British Weakness - rigid military system, including the style of warfare therefore the Continental Army's strategy became one

that utilized their strength and the British weakness to avoid an exploitation of their own weakness and fight utilizing the hit-and-run

strategy seen (especially) in the Southern campaign.

Day 3 “I can” Statement: I can develop a strategic plan of action for the Union and Confederacy that applies my historical

knowledge of the strengths and weaknesses of the Union and Confederacy and present my findings through a written response,

Socratic Seminar or presentation.

Students will use their close reads of annotated documents in combination with Day 1 and Day 2 activities to answer the guiding

questions from each document and prepare their final product with their peer groups.

Note: An essay can address the historical question(s) directly. The essay should be a minimum of three paragraphs and should have

students use evidence from a majority (if not all) documents.

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Note: If using a Socratic Seminar to address student learning, students may be assigned a role (military advisor, political figure, etc.)

from either the Union or Confederacy and address the historical questions through their responses with their peers. It is encouraged to

have students use evidence from the provided documents as they participate in the Socratic Seminar.

Note: If using a presentation to address student learning, teachers may ask students to address the historical question from one (or

both) of the perspectives (Union and Confederacy) in their presentations. It is encouraged to have students use evidence from the

provided documents within their presentation.

Possible Scaffolding and Differentiation

● Documents can be reworded by teachers to lower the Lexile reading level required for the documents. ● Teachers can utilize group to have students read the documents together and complete accompanying activities. ● Teachers can select a variety of final products to best suit the individual learners in the classroom. ● Teachers can create checkpoints within the final product stage, which allow for more regular teacher feedback to students.

Potential Assessment Task/Final Product

● An essay can address the historical question(s) directly. The essay should be a minimum of three paragraphs and should have

students use evidence from a majority (if not all) documents. ● Socratic Seminar, which utilizes the DBQ documents and allows the students to have an opportunity to speak freely about their

opinion concerning the documents and the historical question. If using a Socratic Seminar to address student learning, students

may be assigned a role (military advisor, political figure, etc.) from either the Union or Confederacy and address the historical

questions through their responses with their peers. It is encouraged to have students use evidence from the provided

documents as they participate in the Socratic Seminar. ● Presentation (individual or small group) based on DBQ documents in relation to the historical question. If using a presentation

to address student learning, teachers may ask students to address the historical question from one (or both) of the perspectives

(Union and Confederacy) in their presentations. It is encouraged to have students use evidence from the provided documents

within their presentation. Materials

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● Technology (iPad, Chromebook, etc.) - Not necessary if just using the DBQ documents and attached note-catchers ● Day 1 Activity - Motivations Note Sheet ● Day 2 Activity - Strengths and Weaknesses Note Sheet ● Whiteboard (or a centrally located station in which notes and ideas can be written and seen by the class)

Additional Resources

College Board. (2015a). AP Historical thinking skills. The College Board, AP History. New York: The College Board.

South Carolina Department of Education. (2015). South Carolina college and career read for

English language arts [PDF document]. Retrieved from:

https://ed.sc.gov/scdoe/assets/file/programs-services/59/documents/ELA2015SCCCRStandards.pdf

South Carolina Social Studies College- and Career-Ready Standards. (2019). South Carolina social studies standards. [PDF

document]. Retrieved from:


Webb, N. (2002, March 28). Depth-of-Knowledge Levels of Four Content Areas
