Bryan I. Yamashita, W.R. Farrington High School, Honolulu, HI
THE CIVIL WAR -- EMANCIPATION EXPERIENCE
Appropriate for grades 10-12.
OVERVIEW: Few experiences in mankind can compare to the
destruction and devastation of war. And yet, almost every
generation of man cannot escape its continuing reality. As
Americans we have had our share of experiences. Since our
inception, with the American Revolutionary War, we have been at
war. Furthermore, in our 200 plus years of existence there was
one war that cannot be compared to any other in terms of American
loss of lives and destruction. This war was the American Civil
War. As in any civil war there is no winner- only a loser, as
losses on both sides constitute the total loss of that country.
This lesson will attempt to examine the changes that took place in
the lives of Americans that were the result of this tragic war.
PURPOSE: The purpose of this inquiry lesson is to give students
an affective experience of the pre and post American Civil War
experience on Americans- Blacks and Whites (southerners and
northerners).
OBJECTIVES: Students will be able to:
1. Given a specific situation, identify the period of history
depicted after the inquiry period.
2. Given a specific situation, identify the following groups
after the inquiry period.
3. Observe and experience varying emotions of each group.
4. Observe and distinguish the differences in lifestyle of each
group.
5. Hypothesize and empathize what life was like for Americans of
that time.
ACTIVITIES:
1. Randomly break class into 3 groups- A, B, C by size.
Group A (Slaves) 1/4 of class (note: Do not tell
Group B (S. Whites) 1/4 of class the class what each
Group C (N. Whites) 1/2 of class group represents)
2. Have each member identify themselves using a piece of tape
and marker. It should be visible.
3. Move desks apart and divide the classroom in half. Divide
the room with tape on the floor (see below). Groups A and B
will share area I. Move desks so 1/4 of area I is clear of
chairs and desks and spread newspapers on the floor (see
shaded area). This area should be bordered with tape.
| |///////////////| <-- Newspaper, No Chairs
| |///////////////| <-- Tape (1/4 of Section I)
| | |
| II | I |
| | |
| | |
| | |
4. Uncover Chart I and read over to each group's location, food
allotment, and movement:
Chart I
Group Location Food Alloted Movement
A Sit on newspapers Plate of broken None
crackers
B Sit on chair in Plate of whole Full (anywhere
area I or II crackers in classroom)
C Sit on chair in Plate of whole Full (anywhere
area I or II crackers in classroom)
5. Begin Part I for 5-10 minutes. Direct groups to their
location, their ability to move freely or none at all, and
give each group either broken or whole crackers on a plate to
be shared with that group. Let member of only groups B and C
speak freely to one another. Let all groups converse to each
other.
6. STOP Part I. Uncover Chart II and read over to the class:
Chart II
Group Location Food Alloted Movement
A Chairs Plate of broken Shaded area
crackers
B Chairs Plate of broken Area I only
crackers
C Chairs Plate of whole Area II only
crackers
7. Call attention to the class and begin Part II for 5 minutes.
Now, there is no movement or talking between groups B and C
as they must remain in their respective areas (I or II).
Also extract 1/2 the people from group B into a neutral
corner where they cannot speak, eat, or move from their
chairs.
8. STOP Part II. Uncover Chart III and read over to the class:
Chart III
Group Location Food Alloted Movement
A Chairs Plate of whole Full
crackers
B Chairs None Full
C Chairs Plate of whole Full
crackers
9. Begin Part III for 5 minutes. Direct students as done in
Part I and Part II according to Chart III. Do away with the
shaded area. Remove all tape from the floor. There is full
movement for all groups. However, Group B only receives
broken crackers.
10. STOP. Return room to original order.
RESOURCES/MATERIALS NEEDED:
Materials: pen markers, masking tape, newspapers, chart
paper/chalk board, 3 paper plates, 5 packages saltines.
Time Required: 90 minutes.
TYING IT ALL TOGETHER: (debrief and discuss)
1. Did you like this activity? Why or why not?
2. How did you feel about being in Group A, B, or C?
3. How were the groups different from each other?
4. What was the best group to be in? The worst?
5. What major event in American History did this simulation
depict?
Answer: The American Civil War.
6. Who did each group represent?
Answer: Group A... Black Slaves
Group B... White Southerners
Group C... White Northerners
7. What did the headings in the charts represent?
Answer: Location (chairs or floor).... Social Status
Food Alloted (whole or broken crackers)... Economic
Status
Movement (full or restrained)............. Political
Status
8. What did Parts I, II, III represent?
Answer: Part I..... Pre Civil War
Part II.... Civil War
Part III... Post Civil War
9. According to the headings of the charts and what they
represent, how do you infer about each group?
Example: Group A had to sit on the floor depicting a lower
social status, had to eat broken crackers depicting a lower
economic status, and were restrained in a certain area.
Therefore, Group A represented the Black Slaves of the South.
Also note how Group A's status changed from Part I to
Part III, reflecting the changes from Pre to Post Civil War.
In Part I, Group B had chairs to sit on, whole crackers to
eat, and free movement. Respectively, this depicted good
social, economic, and political status. However, in Part II
Group B had been restrained to Area I as battle lines were
drawn between the North and South. Also, the South withstood
excessive destruction as most of the war was fought there.
This was depicted as half of the group was removed and put
into a neutral area. In Part III, political and social
status were regained as movement was unrestrained and chairs
used. However, economic status changed negatively, shown by
broken crackers as it suffered from the destruction of its
cities and factories. Agriculture changed drastically as
plantations closed and slaves became free.
In Parts I, II, III, Group C (White Northerners) enjoyed good
social, political, and economic status because the war was
fought on southern soil thereby not destroying northern
property. Furthermore, northern industries may have
prospered as war materials were in demand and furnished.
Written Assignment: 1-2 p. Reaction Paper
Things to Include:
1. What group were they in.
2. What changes, if any, occurred from Parts I to III.
3. How did they feel about their location, food, and movement.
4. Hypothesize what life was like for Black Slaves, White
Northerners, White Southerners.
5. Why should the American Civil War be considered a major event
in American History.
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