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1 Thanks so much for your purchase! I am very excited to introduce you to these digital interactive notebooks! They have made a big impact in my classroom and I am positive they will work well with your students as well! I think you will find them very intuitive to use and engaging for your students. They work very well anywhere you can use Google Drive laptops, PCs, Macs, ipads, etc. You can access this Digital Interactive Notebook here: Note that this will require that you are signed-in to your Google account and will then prompt you to make your own personal copy of the Interactive Notebook. You can also use this link to give out to your students to create their own copies. However, you might also want to modify the pages or only use a certain page or pages at a time. If you do, you will then want to use the blue Share buttom in the top right (1) to use with your students. This button is also useful if you want to share with students who do not have Google accounts. When you do this, make sure you allow sharing access to be able to edit the file (2), not just view it. Then, have students make a copy of it for themselves instead of editing your master copy. That is important so they are not all editing the same document. Please don t hesitate to contact me if you ever have any questions! I m happy to help! Getting Started All of the blue boxes are where students should type in their responses. and type in their answers. I will get them started doing this with my version on a projector. It is really very intuitive and students should pick it up quickly. Students can also change their fonts, the color, size, etc using the Format toolbar. I go through this with them as well as how to insert images. This can be done by going to Insert on the toolbar and selecting Images or by simply clicking on the mountain icon ( ). Some pages require students to drag and drop graphics in order to match items or create a timeline, this really is as simple as it sounds! Students click on any and rearrange them in the correct order. However, this still might be something you want to demonstrate for students before letting them loose.

2 After releasing these notebooks, I have realized that Google has an anti-spam security glitch where it will sometimes ask users to request access to these pages. You don t need to do that! Try refreshing or closing out and re-loading the page until you see a screen like the one to the right. I m really sorry for that inconvenience! Completing the Pages My school uses laptops which teachers reserve by the period. For this resource, I check them out for a period and then give them the period to get started. I then move throughout the room assisting students where needed. We usually begin this in the middle of our unit and students are expected to complete all of the remaining pages for homework by the end of our unit. As for resources to complete the pages, beyond the links provided for on each page, I generally rely on these excellent online sources for students to use for research: The free online textbooks at US History.org. Digital History World History for Us All The History Channel I know many schools have subscriptions to online databases like ABC CLIO and others, which work just as well. I also am ok with students using Wikipedia, however, I realize many teachers have mixed feelings about it. The images available and ability to search by exact topic I find to be very helpful for students. It allows allows me a chance to talk to them about the veracity of the source and how to know when they are using good sources. Checking Student Work There are a few ways you can check how students perform, The first is to direct students to click the blue Share button when they finish and enter your address so it can be sent directly to you. I, however, use a variety of traditional and digital resources and still employ notebook checks, so I have students print these and paste them in their notebooks when done. I realize that defeats some of the purpose of digital notebooks, but I feel students are much more likely to study them later if they retain a hard copy. They could then print and turn in by the page or you could check them when/if you check notebooks. Answer Key A complete answer/teacher s guide for all the pages is included following these introductory pages. More Interactive Notebook Resources If you enjoyed this resource and are looking for more, you can find them by clicking here. If you prefer more traditional, cut-and-paste Interactive Notebooks, please check out all of mine here for both World and US History. Terms of Use Please note, this product is for personal classroom use by a single teacher. If you would like to copy this product for more than one teacher, please download additional licenses, available at 50% off the original price. Purchase Orders are welcomed and are often helpful in purchasing multiple licenses. Fonts courtesy DIVA Studio, LTD. All images courtesy of Wikimedia. Students of History -

3 Here are some additional resources for teaching about the Civil War and Reconstruction that fit in perfectly with these Digital Interactive Notebook pages. Just click on any image to learn more.

4 Teacher Guide / Answer Key Student Name Instructions This Digital Interactive Notebook is designed to help you better understand the era of the Civil War. It includes pages on vocabulary terms, people, and key events of this period. On each page you will see blue text boxes where you can type responses. Simply click in the box and begin typing to provide your response. You can also add your own text boxes by clicking on the text box icon ( ). You also will need to add images to various pages. You can do this by clicking on the Image icon ( ) or by going to Insert > Image in the menu. Each text box can also be resized using the borders so that each fits on your pages.

5 Civil War Illustrated Vocabulary Directions: Research each vocabulary term below and type your own definition in the 2nd column. Then look for an image that best symbolizes it and insert it in the 3rd column.

6 Annotated Timeline to War 1859 Lincoln Elected President Confederacy Formed 1858 South Carolina Secedes 1857 John Brown s Raid Lincoln-Douglas Debates Dred Scott Decision 1853 Preston Brooks beats Charles Sumner in the Senate 1852 Kansas Nebraska Act 1851 Fugitive Slave Act Passed 1850 Pleased Southerners Open to various student opinions provided they explain their selection with accurate facts from history. Uncle Tom s Cabin Published Pleased Northerners Directions: The decade before the Civil War saw many events that led to tension between North and South. Some were positive for Northern states and some for the South. Ten important events are found below. First, decide whether each was positive for the North or the South. If it was good for the North, drag it to the top of the correct year on the top half the timeline. If Southerners would be pleased, drag and drop it below the line. Then, in the blue box, explain which event you feel had the biggest impact on the South seceding.

7 Compromises Over Slavery & Statehood Missouri Compromise This was reached in 1820 to balance the # of free and slave states after the admission of Missouri as a slave state and Maine as a free state. Compromise of 1850 This admitted California as a free state, created Utah and New Mexico territories with slavery to be determined by popular sovereignty in each, and ended the slave trade in Washington, D.C. Kansas Nebraska Act Directions: The years before the Civil War saw several compromises and acts each time new states would join the union. Congress sought to always keep a balance of Free and Slave states. Analyze the 3 maps then in the box to the right of each, describe why the compromise was reached and what it did. This mandated popular sovereignty - allowing settlers of a territory to decide whether slavery would be allowed in Kansas & Nebraska and overturned the Missouri Compromise s

8 Comparing the Union and Confederacy Directions: At the outbreak of the Civil War, the Union and Confederacy were similar but very different places. Use the Interactive Venn Diagram below to compare them. Write characteristics that apply to that area and on top of the middle, write characteristics that apply to both the Union and Confederacy. Think about their economies, people, and leaders of each. More industrial Larger population Larger cities More people More manufacturing & factories More diverse Larger army, navy. Shared history & culture Mostly Christian Speak English Democratic Smaller population More agricultural with large plantations Few large cities - made up mostly of smaller cities and towns Less diverse Fewer immigrants Slavery-based economy

9 Generals of the Civil War Directions: Both the Union and Confederacy had some brilliant military minds leading their armies and 6 of them are pictured below. First, determine who is pictured then drag each to the correct side and drag and drop their name under their picture. Then research and type in some of their accomplishments to a matching box. Confederacy Union Led Union forces to victory at Shiloh and had the reputation of an aggressive leader that appealed to Lincoln. Commander of the Army of Northern Virginia and brilliant tactical commander. Robert E. Lee Ulysses S. Grant Meticulous but careful general who led the Peninsula Campaign who was removed from command by Lincoln. Cavalry commander known for his mastery of reconnaissance missions. J.E.B Stuart George McClellan Led his troops on a destructive march through Georgia using a scorched earth strategy that split the Confederacy. Earned his nickname for not retreating like others while at Bull Run. Stonewall Jackson William T. Sherman

10 Lincoln s Great Speeches & Proclamations Directions: Abraham Lincoln was an incredible writer and gave some of the most famous speeches in American history. He also issued historic proclamations that changed America. Research these works below and type in the date it was given/issued and briefly describe its message. The Gettysburg Address Delivered Nov. 19, 1862 at the dedication of Gettysburg battlefield Short message to commemorate the battlefield and soldiers who died. In it, Lincoln sums up what makes America great and the principles of human equality and freedom. 2nd Inaugural Address Delivered March 4, 1865 at the Capitol Building Victory in the Civil War was at hand and Lincoln spoke about Reconstruction and welcoming back the South with open arms and with malice toward none and charity for all. John Wilkes Booth was there and was inspired to assassinate Lincoln based on his statements on slavery. Emancipation Proclamation Issued January 1, 1863 Freed all slaves in the rebelling states (not any in states still in the Union). Made the Civil War about the moral issue of ending slavery rather than just keeping the Union together. Allowed for African Americans to join the Union army and fight against the Confederacy.

11 Battles of the Civil War Annotated Map Directions: For each battle listed, use the line drawing tool to draw an arrow to where it occurred on the map. Then in the box, give the (1) date of the battle; (2) winner if the battle; and (3) the battle s significance in terms of the Civil War. The Union Gettysburg July 1-3, ,000+ casualties Won by the Union and a major turning point in the war after the South lost so many troops Shiloh April 1862 Over 20,000 casualties Major Union victory in the Western theater of the war Sherman s March Nov - Dec 1864 Sherman leads forces through Georgia and devastates the land and cities in his path Antietam Sept Over 20,000 casualties Won by Union s Gen. McClellan but the deadliest single day in US history The Confederacy Bull Run July 1861 First major land battle of the war. Neither side was prepared but a victory for the Confederacy Appomattox April 1865 Final battle before Gen Lee surrendered his army to Grant and effectively ends the war

12 The Civil War Through People s Eyes Directions: Read through this collection of primary source diary entries, quotes, and letters from the National Park Service then write down some of the things you think the people below might be thinking or feeling. You can also find your own photos to replace these here on the Library of Congress site. Open to many various responses depending on what students read. They could note their belief in the Union, fighting for a just cause, the horror of battle, etc. Open to many various responses depending on what students read. They might note the horrors nurses saw in battle, the death, amputations, etc. Union SOldier Civilian War Nurse Open to many various responses depending on what students read. They could describe their belief in the Southern cause, dislike of the president, etc. Open to many various responses depending on what students read. They could choose a woman, child, former slave, or elderly person to reflect on. Confederate Soldier

13 Surrender at Appomattox Court House Directions: Use the National Park Service s website for Appomattox Court House to complete this graphic organizer of the famous meeting of Generals Grant & Lee. AFter reading about the meeting, find a photo or picture of it and place that in the space below. Then label Lee and Grant and complete boxes for their goals for the surrender and the outcome. Robert E. Lee Ulysses S. Grant Goals for the Surrender Goals for the Surrender Rations for his hungry men Wanted his men to be able to keep their horses Parole for all his men Outcome Outcome 25,000 rations to be sent to the hungry Confederates Any Confederate claiming a horse could keep it Parole for enlisted men who swore allegiance to the Union and turned in their weapons. All military equipment relinquished. Grant would not change the terms as written but was very generous toward Lee & his men