My unit addresses the following Power Standards in the New Haven Public Schools Social Studies/History Curriculum:
1. Students will assess the political, social, and economic impact of the Civil War.
2. Describe and discuss key battles, military turning points and strategic decisions in the Civil War.
3. Compare and Contrast military, economic, and political situations of the Union and Confederacy
The study of conscription in the Civil War directly applies to the three power standards listed in the New Haven Public Schools Social Studies/History Curriculum. Conscription, as a political and military practice, cuts along social, political, and economic lines. Of its relation to these elements, social and political distinctions are most readily apparent (although the economic impact of the New York Draft Riots in 1863 was a relatively substantial sum). The decision for the Union to institute a draft in 1863 caused social and political unrest particularly among poor urban populations. The New York Draft Riots of July, 1863 serve as a pertinent example of how military events and political decisions can influence social and civil unrest. The Union’s inability to strike a crippling blow to the Confederacy early in the war led to protracted conflict which extended beyond the enlistment periods for most northern soldiers (three months). A draft may have been avoided if for instance General McClellan had taken more bold, decisive, and precise action earlier in the conflict. This unit also addresses power standard three by comparing and contrasting the use of conscription by the Confederacy and the Union.
This study of conscription in the Civil War and beyond also addresses a number of Connecticut Standards. These include the application of Historical Thinking (content standard c.s. 1), Applying History (c.s.4), Rights and Responsibilities as Citizens (c.s.6),