How To Understand The Civil War

Transcription

1 The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the Eighth Grade Social Studies course. Eighth Grade Unit #5 The Civil War Elaborated Unit Focus This unit will focus on the actions of individuals, groups, and institutions of the North and South and how they affected society in the United States. Students will realize that conflict and change was a predominant theme and had a major impact on society during the Civil War era. Planters struggled to find ways to maintain an established lifestyle, Others of the south depended upon the success of the planter for their meager livelihood For many, slavery became a moral struggle. Students will also acknowledge the economic changes in Antebellum Georgia, during the Civil War, and through Reconstruction in reference to production, distribution, consumption. Standards/Elements History: SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia. a. Explain the importance of key issues and events that led to the Civil War; include slavery, states' rights, nullification, Missouri Compromise, Compromise of 1850 and the Georgia Platform, Kansas-Nebraska Act, Dred Scott case, election of 1860, the debate over secession in Georgia, and the role of Alexander Stephens. b. State the importance of key events of the Civil War; include Antietam, Emancipation Proclamation, Gettysburg, Chickamauga, the Union blockade of Georgia's coast, Sherman's Atlanta Campaign, Sherman's March to the Sea, and Andersonville. c. Analyze the impact of Reconstruction on Georgia and other southern states, emphasizing Freedmen's Bureau; sharecropping and tenant farming; Reconstruction plans; 13th, 14th, and 15th amendments to the constitution; Henry McNeal Turner and black legislators; and the Ku Klux Klan. Economics: SS8E1 The student will give examples of the kinds of goods and services produced in Georgia in different historical periods. SS8E2 The student will explain the benefits of free trade. a. Describe how Georgians have engaged in trade in different historical time periods. APPROVED 11/16/2009 Page 1 of 13

2 Enduring Understandings/Essential Questions Conflict and Change: The student will understand that when there is conflict between or within societies, change is the result. What key events contributed to deepening unrest and hostility in antebellum America? (H6a) What key events were significant to the Civil War? (H6a,b) How did Reconstruction efforts and policies impact Georgia and other southern states? (H6c) Production, Distribution, Consumption: The student will understand that the production, distribution, and consumption of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the society. How did the South s economy change following the Civil War? (E1, E2a) How do sharecropping and tenant farming differ? (H6c) How did the Union strategies during the Civil War impact the economy of the South and its ability to obtain resources? (H6b, E1,E2a) Individuals, Groups, Institutions: The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences. How did the KKK intimidate people in the South? (H6c) How did the Republicans and the Freedmen s Bureau affect African Americans? (H6c) How did resentment after the Civil War affect society? (H6c) How did the passage of the 13 th, 14 th, and 15 th amendments to the Constitution affect all Americans, particularly African Americans? (H6c) NOTE: The balanced assessment plan included in this unit is presented as a series of suggested activities. It is not expected that the teacher complete all assessments for a successful unit. Balanced Assessment Plan Description of Assessment In 1830 Daniel Webster closed a debate with these words: Liberty and Union, now and forever, one and inseparable! Many issues in antebellum America were challenging these words. Complete the chart One and inseparable (Appendix 1) to show how many issues were threatening of liberty and union and one and inseparable. Once all charts are complete, share the information you each put on your chart with a partner (a thinkpair-share type activity). Now you are ready to participate in a full class discussion on how the issues identified threatened Webster s words. Standard/ Element H6a Type of Assessment Response, Dialogue and Discussion APPROVED 11/16/2009 Page 2 of 13

3 With the class divided into two groups, proponents and opponents, students will individually write statements in support or in opposition to each of these items: slavery, states rights, nullification, the Missouri Compromise, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott Decision, the election of 1860, Alexander Stephens, and secession. Then working with a partner from their own proponent or opponent group, students will compare their statements and reword or combine their statements to make one good statement for each of the events or people above. They should then print each of their combined statements on copy or construction paper. This should be large enough to read from anywhere in the room. Call on a partnership to read and display one of their statements without identifying the topic to which it refers. As the class listens, students in the opposing group should select their statement that shows the opposite feeling about the subject. Call on several of those partnerships to read their opposition statements. Use these statements back and forth to conduct a class discussion covering the included events and people. Secession was not a given in Georgia. Read and study the issue from Georgia s point of view. Then have students write a letter to Governor Joseph E. Brown either encouraging him to support secession or oppose secession. Each student should mention the Georgia Platform and the Compromise of 1850, Alexander Stephens, and the positives or negatives of secession to Georgia. To better understand the importance of the debate over the spread of slavery to the West, have students complete a comparison of the Missouri Compromise, Compromise of 1850, and Kansas- Nebraska Act by completing the Three Compromises activity in Appendix 2. This can be effectively used if put on butcher paper as the class discusses it after they have individually complete the activity. Using an outline map of the Eastern States locate the following: 1. Antietam, 2. Gettysburg, 3. Chickamauga, 4. the Union blockade of Georgia's coast, 5. Sherman's Atlanta Campaign, 6. Sherman's March to the Sea 7. Andersonville Locate each of the events and create a key to identify each. Also, create a sidebar that impact and significance of each event as it relates to the Civil War. APPROVED 11/16/2009 Page 3 of 13 H6a H6a H6a H6b Informal Observation, Dialogue and Discussion Response. Response, Informal Observation, Dialogue and Discussion Response

4 After the Civil War, the South was in shambles. One part of that shambles related to southern farms without workers. Southern workers (including many former slaves) without jobs, and a lack of capital for farming. Using the chart Sharecropping Vs Tenant Farming (Appendix 3) compare and contrast the two. A phrase often used to describe these types of labor situations was a cycle of poverty. After completing the chart, write a paragraph in which you tell whether you feel sharecropping or tenant farming would most likely keep a farmer and his family in a cycle of poverty. Support your thoughts with sound reasoning and evidence. Be prepared to share your thoughts with your classmates or participate in a debate. Using your text, identify the goods and or services produced by Georgia during the antebellum and post-bellum period. Class discussion: discuss the idea of free-trade students should speculate as to where these goods might have been shipped. Remind students of Congress restrictions on Slave imports. Students should read aloud the 13, 14, 15 th Amendments to the U.S. Constitution. They should then individually write a one sentence summary of what each amendment provided, then answer the following questions: 1. Why was the 13 th amendment necessary? Didn t the Emancipation Proclamation and the Civil War itself take care of this? 2. How does the 14 th amendment relate to the Bill of rights and the Three-Fifths Compromise of the Constitutional Convention? 3. How does the 15 th amendment fall short of giving all rights to black women? Students should make a poster using information found on charts or graphs. Using a chart or graph found in textbook resources or on the web, students should study the differences in resources between the north and the south just before the Civil War started. This should include manufacturing, railroads, and agricultural production. Students should make a poster showing the same information in pictures not charts and graphs. Teacher prepared objective, short answer, discussion tests covering the antebellum, Civil War, Reconstruction periods. APPROVED 11/16/2009 Page 4 of 13 H6c SS8E1 E2a H6c E1 H6 a,b,c E1, E2 Response, Dialogue and Discussion Response, Dialogue and Discussion Response Response Selected Response, Response, Dialogue and Discussion

5 Have students assume the role of a Civil War soldier. They may be a Georgian in the Confederate army or a Georgian in the Union army. Either way, Georgia is their home state and they are fighting with their side in Georgia. As they participate in military events in Georgia they are to write home a series of letters. In these letters they are to tell their brother all about their experiences. He wants very much to be with his brother, but he has been wounded and is home recuperating. He has demanded the fighting brother tell him everything. Don t clean up your letters and leave out the awful facts as you do when you write our mother, he has told the soldier. So his brother following his directions and tells him everything. In a way, this might help the fighting brother, because he might need to be able to share his feelings and thoughts about the things that he has experienced. The active brother is now the eyes and ears to all that is happening. Students should write a series of letters. One is about Chickamauga, one about Andersonville. Another is about Atlanta during Sherman s campaign; several are from different spots along Sherman s 60 mile march to the sea, and finally, one from Savannah at the end of Sherman s march. The students should talk about the battles, the people met along the way, the sights seen, and feelings experienced. The recuperating brother should get a sense of what the active brother sees, hears, smells, and feels. H6b Response APPROVED 11/16/2009 Page 5 of 13

6 Performance Task Conflict and Change: The student will understand that when there is conflict between or within societies, change is the result. Production, Distribution, Consumption: The student will understand that the production, distribution, and consumption of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the society. Individuals, Groups, Institutions: The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences On the 19th of April 1861, only six days after the fall of Fort Sumter, President Abraham Lincoln issued a proclamation declaring the blockade of the Southern States from South Carolina southward along the coast of Georgia, around the peninsula of Florida and up the Gulf Coast to Texas. On April 27th the blockade was extended to Virginia and North Carolina. Lincoln declared that for the purpose of the blockade a competent force will be posted so as to prevent entrance and exit of vessels from the ports aforesaid. If, therefore, with a view to violate such blockade, a vessel shall approach or shall attempt to leave any of the said ports, she will be duly warned by the commander of one of the blockading vessels, who will endorse on her register the fact and date of such warning, and if the same vessel shall again attempt to enter or leave the blockaded port, she will be captured, and sent to the nearest convenient port for such proceedings against her, and her cargo as prize, as may he deemed advisable." That was over 140 years ago. Today you are an importer/exporter of goods. You are also a renowned expert on the American Civil War, especially the Union blockade of Georgia. Even in the 21st Century several nations are experiencing Civil Wars. One such nation, Eorgiaga, has hired you to analyze their 100 miles of coastline and advise them on the affects of a naval blockade from the military faction of the warring parties. You will meet with them and give them a history lesson in the Civil War blockade of Georgia and discuss with them the consequences of that blockade. You should have your facts presented on a large poster showing location of the blockade and using symbols identifying the goods denied to Georgia and the products that were not allowed to be shipped from Georgia. Explain to the Eorgiagaians the hardships or consequences to the civilian and military population if such an event occurs. Finally, having synthesized this material, you should present to the Eorgiagaians possible ways of preventing a blockade of their coastline. BUT, you know that your knowledge and advice cannot guarantee the Eorgiagaian coastline will not suffer from blockade activity. Therefore, you want to give them additional help. You decide that they must know the importance of land transportation. As a second part of your presentation you should discuss the importance of Atlanta as a transportation center during the Civil War. To this point your speech has been very factual. Now you should give your audience an impassioned plea to protect their railroads. Give them information about Georgia s railroads during the Civil War with Atlanta as a hub. Then discuss Sherman s Atlanta Campaign and the devastating affect it had on the Confederate s transportation system. You will need a map showing Sherman s advance from North Georgia to Atlanta. The purpose of this part of your presentation is to urge diligence in protection of land transportation should a Naval blockade become a reality. Have all of your information visually presented as well as in a written report or speech to be left with the Eorgiagaian government. Map and Globe Skills: 2, 4, 8, 12 Information Processing Skills: 1,3, 4, 5, 6, 11, APPROVED 11/16/2009 Page 6 of 13

7 Note concerning rubrics: Each performance task is accompanied by two rubrics. The first is designed to address content and understanding of the standards in terms of the enduring understandings. The second rubric focuses on the product of the performance task. This is where students are scored on items involving grammar, punctuation, spelling, creativity, presentation, etc. It is NOT intended that each rubric counts for 50% of the assessment. Teachers should weigh each section of the rubric according to the areas they wish to emphasize. Scale Criteria Analyzes and historical background of the Union Naval Blockade of Georgia. Evaluates and impact of the naval blockade on the civilian population. Evaluates and consequences of the Naval blockade on the military. Content Rubric for Performance Task Standard Not Met Needs Improvement Meets Standard Does not analyze Partially analyzes and Clearly analyzes and and explain the historical historical historical background of the background of the background of the Union Naval Blockade Union Naval Union Naval of Georgia... Blockade of Georgia. Blockade of Georgia Does not evaluate nor explain the impact of the naval blockade on the civilian population. Does not evaluate nor explain the consequences of the Naval blockade on the military. Partially evaluates and impact of the naval blockade on the civilian population. Partially evaluates and consequences of the Naval blockade on the military. Clearly evaluates and impact of the naval blockade on the civilian population. Clearly evaluates and consequences of the Naval blockade on the military. 4 Exceeds Standard Clearly analyzes and historical background of the Union Naval Blockade of Georgia and other parts of the southern coastline and relates it to the overall military picture at that time. Clearly evaluates and explain s the impact of the naval blockade on Georgia and other areas of the southern coastline. Clearly Evaluates and consequences of the Naval blockade on the military within Georgia and in other areas of the South. Synthesizes and proposes possible means of preventions of a Naval blockade. Does not synthesize and propose a means of prevention of a Naval blockade. Partially synthesizes and proposes a means of prevention of a Naval blockade. Clearly shows a synthesis of the naval blockade and proposes means for possibly prevention a Naval blockade. Clearly shows a synthesis of the naval blockade and proposes means for possibly prevention a Naval blockade ways to overcome the blockade should one occur. APPROVED 11/16/2009 Page 7 of 13

8 Analyzes and importance of Atlanta as a transportation center during the Civil War. Does not analyze or explain the importance of Atlanta as a transportation center during the Civil War. Partially importance of Atlanta as a transportation center during the Civil War. Clearly and completely explains the importance of Atlanta as a transportation center during the Civil War. Clearly importance of Atlanta as a transportation center and evaluates the problems that could occur should such a center of activity be destroyed. Analyzes and evaluates the impact of Sherman s Atlanta Campaign. Does not analyze and evaluate the impact of Sherman s Atlanta Campaign. Partially analyzes and evaluates the impact of Sherman s Atlanta Campaign. Clearly and completely analyzes and evaluates the importance of Sherman s Atlanta Campaign. Clearly analyzes and evaluates the impact of Sherman s Atlanta Campaign and relates that possibility and it s consequences to another setting (Eorgiaga). Scale 1 Product Rubric for Performance Task Criteria Students produce a product that is attractive and creative. Students produce a product that is organized. Students produce a product that exhibits proper mechanics. Below Expectation Use of font, color, graphics, effects, etc. is evident, but these often distract from the presentation of content. There was no clear or logical organizational structure, just lots of facts. More than 4 errors are spelling or grammar. Needs Improvement Makes use of font, color, graphics, effects, etc., but occasionally these detract from the presentation of content. Content is logically organized for the most part. Four misspellings and/or grammatical errors. Meets Expectation Makes good use of font, color, graphics, effects etc. to enhance the presentation. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Three or fewer misspellings and/or grammatical errors. Exceeds Expectation Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Content is well organized using headings or bulleted lists to group related material. No misspellings or grammatical errors. APPROVED 11/16/2009 Page 8 of 13

9 Resources for Unit 5 Georgia Economic History Project: Georgia Council on Economic Education Eighth Grade Social Studies Program for Georgia: Georgia and the American Experience History Highlights Novels: Numbering the Bones (A young black girl helping Clara Barton count the dead at Andersonville.) Turn Homeward, Hannalee by Patricia Beatty (Young Georgia textile mill worker sent to the North by Sherman is trying to get back to Georgia.) Also, Be Ever Hopeful, Hannalee. Eben Tyne, Powdermonkey by Patricia Beatty. (A thirteen year old powder carrier aboard the Confederate Merrimack) Across Five Aprils by Irene Hunt (A divided family and the Civil War through the eyes of a 9 year old). Antebellum, Civil War, Reconstruction, Battle of Antietam, Andersonville, Dred Scott Decision Gettysburg, Atlanta, Sherman The Atlanta Campaign. ( collection of political cartoons) The University of Virginia Library has a historical census browser as part of its Geostat Center, which not only provides the census data but also enables teachers and students to manipulate the data to produce maps and tables, create ratios, and compare data across multiple census years Short narrative explaining Georgia s exports throughout the 1800 s. naval blockade Many cites for Civil War, Naval blockade, battles, etc. This unit was created by Faye Smith and Evie Stephens. The unit was approved by the Social Studies Advisory Council and the Georgia DOE Social Studies staff. This document was last updated on 11/16/09 by Shaun Owen (sowen@doe.k12.ga.us). APPROVED 11/16/2009 Page 9 of 13

10 Appendix 1 One and Inseparable Directions: Complete the following chart and be prepared to share your ideas and information with a partner and then with the entire class as you participate in a class discussion. Item or issue to be considered Slavery Date What it was or what did it do? Seen by whom as a threat to the union? How did it threaten the union? States Rights Nullification Missouri Compromise Compromise of 1850 Kansas- Nebraska Act Dred Scott Case Election of 1860 APPROVED 11/16/2009 Page 10 of 13

11 Appendix 2 Three Compromises I. Missouri Compromise: When? What territory was involved? Background information: What did the compromise do? Who supported it? Who opposed it? What was the result of the compromise? II. The Compromise of 1850: When? What territory was involved? Background information: What did the compromise do? Who supported it? Who opposed it? What was the result of the compromise? III. The Kansas-Nebraska Act: When? What territory was involved? Background information: What did the act do? Who supported it? Who opposed it? What was the result of the act? APPROVED 11/16/2009 Page 11 of 13

12 Appendix 3 Sharecropping VS Tenant Farming Directions: In each box, write either the farmer or the landowner. When you have completed the chart, respond to the following: A phrase often used to describe these types of labor situations was a cycle of poverty. After completing the chart, write a paragraph in which you tell whether you feel sharecropping or tenant farming would most likely keep a farmer and his family in a cycle of poverty. Support your thoughts with sound reasoning and evidence. Be prepared to share your thoughts with your classmates or participate in a debate. Who provided the land? Who provided the equipment? Who provided the home? Who provided the household good? Who provided the labor? Sharecropping Tenant Farming APPROVED 11/16/2009 Page 12 of 13