ALEX Classroom Resource

  

Who Am I? A History Mystery

  Classroom Resource Information  

Title:

Who Am I? A History Mystery

URL:

https://amhistory.si.edu/militaryhistory/resources/whoami/whoami.html

Content Source:

Smithsonian
Type: Interactive/Game

Overview:

In this interactive activity, students will compare various roles of men and women at home and on the battlefront during the Civil War by playing an interactive game. Students choose a mystery character from the Civil War and select objects as clues to their identity. 

Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 4
Alabama Studies
8 ) Explain Alabama's economic and military role during the Civil War.

Examples: economic—production of iron products, munitions, textiles, and ships

military—provision of military supplies through the Port of Mobile, provision of an armament center at Selma

•  Recognizing military leaders from Alabama during the Civil War
•  Comparing roles of women on the home front and the battlefront during and after the Civil War
•  Explaining economic conditions as a result of the Civil War, including the collapse of the economic structure, destruction of the transportation infrastructure, and high casualty rates
Insight Unpacked Content
Strand: Economics, History
Course Title: Alabama Studies (Alabama)
Evidence Of Student Attainment:
Students:
  • Explain Alabama's economic and military role during the Civil War and the economic conditions as a result of the Civil War.
Teacher Vocabulary:
  • textiles
  • munitions
  • armament
  • casualties
  • infrastructure
  • economics
Knowledge:
Students know:
  • Alabama made important economic contributions to the Civil War including production of iron products, munitions, textiles, and ships.
  • Alabama made important military contributions to the Civil War including provision of military supplies through the Port of Mobile and provision of an armament center at Selma.
  • Women made significant contributions to the war on the home front and on the battlefield.
  • There were several important military leaders of the Civil War.
  • The destruction of the transportation infrastructure, and high casualty rates during the Civil War caused Alabama's economic structure to collapse.
Skills:
Students are able to:
  • Analyze the significance of Alabama's economic and military role during the Civil War including the production of iron products, munitions, textiles, and ships, providing military supplies through the Port of Mobile, and providing an armament center at Selma.
  • Recognizing military leaders from Alabama during the Civil War.
  • Compare and contrast the roles of women on the home front and the battlefront during and after the Civil War.
  • Analyze how the collapse of the economic structure, destruction of the transportation infrastructure, and high casualty rates impacted Alabama's economic condition after the Civil War.
Understanding:
Students understand that:
  • Alabama played a significant role in the South's effort during the Civil War.
  • The war caused catastrophic destruction in the South which devastated Alabama's economy.
Social Studies
SS2010 (2010)
Grade: 5
United States Studies: Beginnings to the Industrial Revolution
11 ) Identify causes of the Civil War, including states' rights and the issue of slavery.

•  Describing the importance of the Missouri Compromise, Nat Turner's insurrection, the Compromise of 1850, the Dred Scott decision, John Brown's rebellion, and the election of 1860
•  Recognizing key Northern and Southern personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, William Tecumseh Sherman, and Joseph Wheeler (Alabama)
•  Describing social, economic, and political conditions that affected citizens during the Civil War
•  Identifying Alabama's role in the Civil War (Alabama)
Examples: Montgomery as the first capital of the Confederacy, Winston County's opposition to Alabama's secession (Alabama)

•  Locating on a map sites important to the Civil War
Examples: Mason-Dixon Line, Fort Sumter, Appomattox, Gettysburg, Confederate states, Union states (Alabama)

•  Explaining events that led to the conclusion of the Civil War
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence Of Student Attainment:
Students:
  • Identify and explain the causes of the Civil War, including issues of states' rights, conflicts regarding slavery, important events, regional differences, and social, economic, and political conditions.
  • Describe Alabama's role in the Civil War.
Teacher Vocabulary:
  • Civil War
  • Missouri Compromise
  • insurrection
  • opposition
  • rebellion
  • personalities
  • political conditions
  • confederacy
  • secession
Knowledge:
Students know:
  • Causes of the Civil War, including issues of states' rights and slavery.
  • The importance of the Missouri Compromise, Nat Turner's insurrection, the Compromise of 1850, the Dred Scott decision, John Brown's rebellion, and the election of 1860.
  • Key Northern and Southern personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, William Tecumseh Sherman, and Joseph Wheeler.
  • Social, economic, and political conditions that affected citizens during the Civil War.
  • Alabama's role in the Civil War (Montgomery as the first capital of the Confederacy, Winston County's opposition to Alabama's secession).
Skills:
Students are able to:
  • Locate key places and events on a physical and political map.
  • Identify and analyze the causes of political conflict Identify key people and explain their role throughout the Civil War.
  • Describe and draw conclusions about the war affected the citizens of the United States.
  • Interpret and define the role of Alabama in the Civil War.
Understanding:
Students understand that:
  • There were many factors that led to the Civil War.
  • Key people and ordinary citizens contributed to and were impacted by the Civil War.
  • Alabama responded to, participated in, and was impacted by the Civil War.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies
SS2010 (2010)
Grade: 10
United States History I: Beginnings to the Industrial Revolution
11 ) Evaluate the impact of American social and political reform on the emergence of a distinct culture. [A.1.a., A.1.c., A.1.e., A.1.f., A.1.g., A.1.i., A.1.j.]

•  Explaining the impact of the Second Great Awakening on the emergence of a national identity
•  Explaining the emergence of uniquely American writers
Examples: James Fenimore Cooper, Henry David Thoreau, Edgar Allen Poe

•  Explaining the influence of Elizabeth Cady Stanton, Dorothea Lynde Dix, and Susan B. Anthony on the development of social reform movements prior to the Civil War
Insight Unpacked Content
Strand: History, Civics and Government
Course Title: United States History I: Beginnings to the Industrial Revolution
Evidence Of Student Attainment:
Students:
  • Evaluate social and political reforms before the Civil War and describe the impact of these, individually and collectively, on American social and political development during the time period and into current times.
Teacher Vocabulary:
  • reform
  • culture
  • impact
Knowledge:
Students know:
  • The impact of American social and political reform on the emergence of a distinct American culture.
  • The impact of the Second Great Awakening on the emergence of a national identity.
  • Emergence of uniquely American writers including James Fenimore Cooper, Henry David Thoreau, and Edgar Allen Poe.
  • The influence of Elizabeth Cady Stanton, Dorothea Lynde Dix, and Susan B. Anthony.
  • The development of social reform movements prior to the Civil War.
Skills:
Students are able to:
  • Evaluate the impact of American social and political reform.
  • Discuss the emergence of a distinct culture including the advantages, disadvantages, limitations, etc.
  • Compare the impact of the Second Great Awakening and other reform movements on the emergence of a national identity.
  • Describe the emergence of uniquely American writers.
  • Describe the influence of Elizabeth Cady Stanton, Dorothea Lynde Dix, and Susan B. Anthony on American society.
Understanding:
Students understand that:
  • There were social and political reforms before the Civil War that impacted, individually and collectively, the American social and political development from the time period and into modern times.
Social Studies
SS2010 (2010)
Grade: 10
United States History I: Beginnings to the Industrial Revolution
14 ) Describe how the Civil War influenced the United States, including the Anaconda Plan and the major battles of Bull Run, Antietam, Vicksburg, and Gettysburg and Sherman's March to the Sea. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.i., A.1.k.]

•  Identifying key Northern and Southern Civil War personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, and William Tecumseh Sherman
Example: President Abraham Lincoln's philosophy of union, executive orders, and leadership

•  Analyzing the impact of the division of the nation during the Civil War regarding resources, population distribution, and transportation
•  Explaining reasons border states remained in the Union during the Civil War
•  Describing nonmilitary events and life during the Civil War, including the Homestead Act, the Morrill Act, Northern draft riots, the Emancipation Proclamation, and the Gettysburg Address
•  Describing the role of women in American society during the Civil War, including efforts made by Elizabeth Blackwell and Clara Barton
•  Tracing Alabama's involvement in the Civil War (Alabama)
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States History I: Beginnings to the Industrial Revolution
Evidence Of Student Attainment:
Students:
  • Analyze the social, political, economic, and military impacts of the Civil War on the United States.
Teacher Vocabulary:
  • division
  • distribution
  • trace
  • impact
Knowledge:
Students know:
  • Major military and political events of the Civil War, including the Anaconda Plan and the major battles of Bull Run, Antietam, Vicksburg, and Gettysburg and Sherman's March to the Sea.
  • Key Northern and Southern Civil War personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, and William Tecumseh Sherman.
  • Divisions of resources, population distribution, and transportation in the nation during the Civil War.
  • Reasons border states remained in the Union during the Civil War.
  • Major nonmilitary social and political events during the Civil War, including the Homestead Act, the Morrill Act, Northern draft riots, the Emancipation Proclamation, and the Gettysburg Address.
  • The role of women in American society during the Civil War, including efforts made by Elizabeth Blackwell and Clara Barton. Major aspects of Alabama's involvement in the Civil War.
Skills:
Students are able to:
  • Describe major military and political events of the Civil War.
  • Trace important Civil War battles in a map.
  • Identify key Northern and Southern Civil War personalities, and analyze the role and influence of each.
  • Analyze the division of resources, population distribution and transportation in the United States during the Civil War.
  • Analyze primary source documents pertinent to Civil-War era issues.
  • Explain the reason border states remained in the Union during the Civil War.
  • Describe major non-military social and political events during the Civil War.
  • Describe the role of women in American society during the Civil War.
  • Trace Alabama's involvement in the Civil War.
Understanding:
Students understand that:
  • The was a significant impact of the Civil War, its significant battles and influential leaders, nonmilitary events of the time period, abolition, reform efforts by women, and Alabama's involvement in the war.
Tags: Civil War, Confederacy, Union
License Type: Custom Permission Type
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Author: Ginger Boyd