Assessing the North Carolina Civil War effort
In this lesson plan, students read about the Civil War effort in North Carolina and complete a graphic organizer detailing how various groups within the state influenced the war effort.
A lesson plan for grade 8 Social Studies
Learn more
- Tar Heels pitch in "Tar Heel," evidence indicates, was a derogatory nickname applied to North Carolina soldiers by others in the Army of Northern Virginia. It was a natural, given that the boys from the piney woods oftentimes...
Related pages
- North Carolina as a Civil War battlefield, May 1862–November 1864: Summary of military operations in North Carolina during the middle three years of the war, including the Confederate raid on Goldsboro, Potter's Raid, the Battle of Plymouth, and the sinking of the CSS Albemarle.
- North Carolina as a Civil War battlefield: May 1861-April 1862: Summary of military operations in North Carolina in the first year of the Civil War, including Burnside's Expedition against the coast.
- A plea for supplies: Letter from Lt. Col. S. H. Walkup to North Carolina Governor Zebulon Vance describing the pitiful situation of Confederate troops in the fall of 1862 and asking for supplies. Includes historical commentary.
Related topics
- Learn more about Civil War, North Carolina, history, and military.
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Learning outcomes
Students will identify ways that different groups in North Carolina contributed or did not contribute to the Civil War effort.
Teacher planning
Materials needed
- Student computers with internet access to access the web page used in the activities. Alternatively, the page could be projected for the class or printed copies may be used.
Handouts
Time required
One class period
Activities
- Have students read the article “Tar Heels pitch in” from the North Carolina digital history textbook.
- Assign the students to complete the Civil War effort graphic organizer by writing down the ways that each group influenced the Civil War effort in North Carolina.
Teacher guide to graphic organizer
- For the soldiers box, students should note that more soldiers from North Carolina fought in the war than any other state. Students should also mention the two units of African American soldiers that fought in the war for the Union. Students can mention the high desertion rate for North Carolina Confederate troops.
- For the politicians section, students should mention the taxes and bonds that were passed in the state to finance the war, as well as Governor Vance’s plans to get supplies from the Bahamas.
- For the businessmen section, students should mention the cotton and woolen mills, and the gunsmith and sword factories.
- For the non-slaveholders section, students should mention that most North Carolinians did not own slaves and that there was a sizable peace movement in North Carolina.
Assessment
| √+ | Student fully discussed all factors that influenced the North Carolina Civil War effort. (See teacher guide to graphic organizer above.) |
| √ | Student discussed some of the factors that influenced the North Carolina Civil War effort. (See teacher guide to graphic organizer.) |
| √- | Student did not discuss any of the factors. |
North Carolina curriculum alignment
Social Studies (2003)
Grade 8
- Goal 4: The learner will examine the causes, course, and character of the Civil War and Reconstruction, and their impact on North Carolina and the nation.
- Objective 4.03: Assess North Carolina's role in the Civil War and analyze the social and economic impact of the war on the state.
- North Carolina Essential Standards
- Social Studies (2010)
Grade 8
- 8.H.2 Understand the ways in which conflict, compromise and negotiation have shaped North Carolina and the United States. 8.H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and citizenship...
- Social Studies (2010)
