Grade 5 Lesson at a Glance: Chapter 19, Lesson 2

Houghton Mifflin Social Studies
America Will Be

Lesson at a Glance
Chapter 19, Lesson 2: The Home Fronts (pp. 483-488)

The Big Idea
Framework Concept: Scarcity and Conflict The war caused hardship and change in both the South and the North.

Have a student read the lesson opener aloud. Then discuss the concept of inflation in relation to the Civil War. Point out that during the war, many people, especially in the South, had trouble finding food for their families because most of it went to feed soldiers. The food that was available was very expensive and many people went hungry. How do students think this affected the people's belief in the war?

Explain to students that the war resulted in an increase of power for both the Union and Confederate governments. Discuss with students whether or not they agree that a government should have more power during a war. Why or why not? Explain the concept of the draft and ask students if they believe the draft policies of the Union and Confederate governments were fair. What do they think was meant by "a rich man's war and a poor man's fight?"

Lesson Outline
Use the Lesson Outline to preview the content of the lesson. You may wish to print it for your students as a guide during reading.

Check for Understanding

Divide the class into four groups. Have the first group represent southern supporters of the war. Have the second group represent southern opposition to the war. The third group should represent northern supporters of the war, and the fourth group northern opposition to the war. Tell members of each group that they are to compile a list of arguments to support their position. Later, have each group present its arguments to the rest of the class.
Explain to students that both the Union and the Confederacy printed paper money to pay for the costs of the war. Ask students to think about what it might have been like to be an engraver commissioned to design a new dollar bill during the Civil War. Have students design two new bank notes, one for the Union and one for the Confederacy. Remind students to design both sides of each new bill. Later, display the drawings and discuss with students what common themes, if any, they find among the designs.

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