Eighth Grade Civil War and Reconstruction Unit

Transcription

1 Essential Questions Enduring Understandings GLCEs Assessments 1. Why did western expansion create turmoil? 2. Why did sectional differences create tensions that led to war? 3. How did attempts to end slavery influence life before and after the war? 4. How did constitutional disagreements impact the laws of the country before and after the war? 5. Why was the Union successful in the war? 6. How are people affected by war? 7. How is leadership important? 8. How did the events of the Civil War and Reconstruction have a lasting impact on current events? Failure to compromise creates short and long term problems. Social and economic challenges impact citizen s lives. Geographical location influences culture. Modernization has opportunities and consequences. War influences all parts of life. Change creates turmoil and opportunities. Key Terms & Vocabulary Henry Clay Daniel Webster John C. Calhoun Sectionalism Nationalism States rights Federalism Missouri Compromise Wilmot Proviso Social Movement U5.2.4 Describe the role of African Americans in the war, including black soldiers and regiments, and the increased resistance of enslaved peoples. U5.3.1 Describe the different positions concerning the reconstruction of Southern society and the nation, including the positions of President Abraham Lincoln, President Andrew Johnson, Republicans, and African Americans. U5.1.5 Describe the resistance of enslaved people (e.g., Nat Turner, Harriet Tubman and the Underground Railroad, John Brown, Michigan s role in the Underground Railroad) and effects of their actions before and during the Civil War. (C2) U5.1.1 Explain the differences in the lives of free blacks (including those who escaped from slavery) with the lives of free whites and enslaved peoples. (C2) Economic Change-- Political Thought U4.3.4 Required: Eighth Grade Civil War and Reconstruction Assessment Formative: District:

2 Compromise of 1850 Kansas-Nebraska Act Dred Scott Decision Republican Party Nat Turner Harriet Tubman Underground Railroad John Brown Abraham Lincoln Emancipation Proclamation Gettysburg Address Frederick Douglass Clara Barton Antietam Black codes Freedman s bureau Ku Klux Klan Radical Republicans 13 th, 14 th, 15 th Amendments Andrew Johnson Jim Crow laws Sharecropping 1877 troop removal Analyze the goals and effects of the antebellum temperance movement. (C2) U5.3.3 Describe the new role of African Americans in local, state and federal government in the years after the Civil War and the resistance of Southern whites to this change, including the Ku Klux Klan. (C2, C5U5.1.4 U5.1.6 Describe how major issues debated at the Constitutional Convention such as disagreements over the distribution of political power, rights of individuals (liberty and property), rights of states, election of the executive, and slavery help explain the Civil War (C2). U5.2.1 Explain the reasons (political, economic, and social) why Southern states seceded and explain the differences in the timing of secession in the Upper and Lower South. (C3, E1.2) (National Geography Standard 6, p. 154) U5.2.3 Examine Abraham Lincoln s presidency with respect to is military and political leadership, the evolution of his emancipation policy (including the Emancipation Proclamation), and the role of his significant writings and

3 speeches, including the Gettysburg Address and its relationship to the Declaration of Independence (C2) U5.1.2 Describe the role of the Northwest Ordinance and its effect on the banning of slavery (e.g., the establishment of Michigan as a free state). (National Geography Standard 12, p. 167) U5.1.3 Describe the competing views of Calhoun, Webster, and Clay on the nature of the union among the states (e.g., sectionalism, nationalism, federalism, state rights). (C3) War- U5.2.2 Make an argument to explain the reasons why the North won the Civil War by considering the critical events and battles in the war, the political and military leadership of the North and South, the respective advantages and disadvantages, including geographic, demographic, economic and technological (E1.4) (National Geography Standard 15, p. 173) U5.2.5 Construct generalizations about how the war affected combatants, civilians (including the role of women), the physical environment, and the future of warfare, including technological developments. (National Geography Standard 14, p. 171)

4 U5.3.2 Describe the early responses to the end of the Civil War by describing the policies of the Freedmen s Bureau (E2.2) restrictions placed on the rights and opportunities of freedmen, including racial segregation and Black Codes (C2, C5) U5.3.5 Explain the decision to remove Union troops in 1877 and describe its impact on Americans. The following GLCEs can also be addressed in this Era: Fl.3 U4.2.1 U4.2.2 U4.2.3 U4.2.4 U6.2.1 U3.3.3 U3.3.4 U3.3.6 U4.1.3 P4.2 CT2

5 Lessons Breakdown Title Lesson 1 Is Bigger Better? Lesson 2 Can t We All Just Get Along? Lesson 3 Consequences of Compromise GLC Es U5.1.2 U5.1.3 U5.1.4 U5.1.6 U5.2.1 U5.1.4 U5.1.3 U5.1.6 U5.1.4 Included Resources Needed Resources Suggested Resources Map of the United States during 1850s Daniel Webster s Rope of Sand speech Copies of Compromise of 1820 (Missouri) and Compromise of 1850 T chart/venn Diagram Maps changing boundaries/free/slave states Grimke sisters writings/speeches Excerpts from Uncle Tom s Cabin William Lloyd Garrison s The Liberator David Walker s The Appeal Speeches of Frederick Douglass Compromise documents Poster paper and art supplies (glitter/glue) Sample legislative bills Document Camera Maps/Charts Lesson 4 War is Hell Lesson 5 Picking Up the Pieces U5.2.1 U5.2.2 U5.2.5 U5.2.3 U5.3.1 U5.3.2 Blank Outline Maps Civil War PowerPoint Copies of 13 th, 14 th, 15 th amendments Document camera Computer access for students Poster paper United Streaming videos: Sherman s March and Sherman s Map Magazines, newspapers, online current event resources Library of Congress Appropriate excerpts from Cold Mountain

6 U5.3.3 U5.3.4 Lincoln s inaugural address images Thomas Nast- Worse than Slavery cartoon Cartoon Analysis Worksheet struction (US History I Reconstruction) movie Lesson 6 To Be a Slave U5.1.1 U5.1.2 U5.1.5 U5.2.4 To Be a Slave by Julius Lester em/browse/listsome.p hp?category=african% 20American%20Histor y (library of congress, American memory collection) Ken Burns The Civil War com (numerous video/segment choices)

7 Lesson 1 Title: Is Bigger Better? Grade Level: 8 th Grade Unit of Study: Civil War and Reconstruction (Era 5) GLCE: U5.1.2 Describe the role of the Northwest Ordinance and its effect on the banning of slavery (e.g., the establishment of Michigan as a free state). U5.1.3 Describe the competing views of Calhoun, Webster, and Clay on the nature of the union among the states (e.g., sectionalism, nationalism, federalism, state rights). (C3) U5.1.4 Describe how the following increased sectional tensions: the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850 including the Fugitive Slave Act, the Kansas-Nebraska Act (1854) and subsequent conflict in Kansas, the Dred Scott v. Sandford decision (1857), changes in the party system (e.g., the death of the Whig party, rise of the Republican party and division of the Democratic party) (C2; C3) U5.1.6 Describe how major issues debated at the Constitutional Convention such as disagreements over the distribution of political power, rights of individuals (liberty and property), rights of states, election of the executive, and slavery help explain the Civil War (C2). U5.2.1 Explain the reasons (political, economic, and social) why Southern states seceded and explain the differences in the timing of secession in the Upper and Lower South. (C3, E1.2) Abstract: Geographical location influences culture. Key Concepts: Why did western expansion create turmoil? Why did sectional differences create tension that led to war? Sequence of Activities: 1. Do a KWL chart to access students prior knowledge on issues surrounding the growth of the nation. 2. Use maps to show the 3 regions of the U.S at this time (North, South, and West) with a discussion on growing season/climate, commercial agriculture. 3. Have students create posters showing economics, societal structure, transportation and geography of the 3 sections. 4. Discuss sectionalism and nationalism, making real life comparisons for students 5. Role-play different regions of country with the whole class, breaking them into 3 regions (N, S, W). 6. Assign students to sections with leaders (Webster, Calhoun, Clay) and various roles such as abolitionist, planter, and western settlers. 7. Each group will create 3 bills that would positively impact their section. 8. Hold a mock legislative setting to discuss and vote on bills: o Student led debate

8 Connections: Eighth Grade Civil War and Reconstruction Unit o Compromise? o Participation points for common good of your geographic section English Language Arts Debate and bill writing Mathematics Instructional Resources: Equipment/Manipulative Access to research materials for different geographical sections Student Resources Poster paper and art supplies (glitter/glue) Teacher Resources Map of the United States during 1850s Sample legislative bills Famous speeches of sectional leaders ex. Daniel Webster s Rope of Sand

9 Lesson 2 Title: Can t We All Just Get Along? Grade Level: 8 th Grade Unit of Study: Civil War and Reconstruction GLCE: U5.1.4 Describe how the following increased sectional tensions the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850 including the Fugitive Slave Act, the Kansas-Nebraska Act (1854) and subsequent conflict in Kansas, the Dred Scott v. Sandford decision (1857), changes in the party system (e.g., the death of the Whig party, rise of the Republican party and division of the Democratic party) U5.1.3 Describe the competing views of Calhoun, Webster, and Clay on the nature of the union among the states (e.g., sectionalism, nationalism, federalism, state rights). U5.1.6 Describe how major issues debated at the Constitutional Convention such as disagreements over the distribution of political power, rights of individuals (liberty and property), rights of states, election of the executive, and slavery help explain the Civil War Abstract: Compromise creates short and long term problems Key Concepts: How did attempts to end slavery influence life before (and after) the war? Why did sectional differences create tension that led to war? Sequence of Activities: 1. Brainstorm the concept of compromise define the term. Can everything be resolved by a compromise or does there have to be a winner and a loser? 2. Discuss the question, Was it important for the United States to remain united as one nation? by using a T chart or Venn Diagram of benefits of united vs. benefits of separating. 3. Introduce pros and cons of Missouri Compromise (1820). 4. Discuss the role of sectional leaders (Clay, Calhoun, Webster). 5. Revisit constitutional policy and discuss concept of states rights. 6. Introduce pros and cons Compromise of Revisit the question Can everything be resolved by compromise? Was America better off in 1850 because of compromises? Connections: English Language Arts Mathematics Instructional Resources:

10 Equipment/Manipulative T chart/venn Diagram Student Resources Teacher Resources Copies of Compromise of 1820 (Missouri) and Compromise of 1850

11 Lesson 3 Title: Consequences of Compromise Grade Level: 8 th Grade Unit of Study: Civil War and Reconstruction GLCE: U5.1.4 Describe how the following increased sectional tensions the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850 including the Fugitive Slave Act, the Kansas-Nebraska Act (1854) and subsequent conflict in Kansas, the Dred Scott v. Sandford decision (1857), changes in the party system (e.g., the death of the Whig party, rise of the Republican party and division of the Democratic party) Abstract: Compromise creates short and long term problems. Change creates turmoil and opportunities. Key Concepts: How did attempts to end slavery influence life before (and after) the war? How did constitutional disagreements impact the laws of the country before (and after) the war? Sequence of Activities: 1. Which issues remain unsolved for the US despite the compromises? (Student-led discussion) 2. Discuss: What role does Presidential politics play in the issue of slavery? 3. Have students create timeline of events to show increasing tensions between the sections: Compromises of 1820 Compromise of 1850 Fugitive Slave Act Wilmot Proviso (1846) Kansas-Nebraska Act (1854) Bleeding Kansas Dred Scott Decision (1857) Raid on Harper s Ferry (1859) Uncle Tom s Cabin (1852) 4. Students will write a newspaper article on one of the events highlighted in the timeline showing who, what, when, where, why and how from the viewpoint of a citizen in one of the 3 sections (North, South, West) of the country. Connections: English Language Arts Newspaper writing John Collins writing

12 Mathematics Chronological ordering Proportional representations w/in country Instructional Resources: Equipment/Manipulative Document Camera Maps/Charts Student Resources Maps changing boundaries/free/slave states Primary source documents excerpts see Teacher Resources Teacher Resources Grimke sisters writings/speeches Excerpts from Uncle Tom s Cabin William Lloyd Garrison s The Liberator David Walker s The Appeal Speeches of Frederick Douglass Compromise documents

13 Lesson 4 Title: War is Hell Grade Level: 8 th Grade Unit of Study: Civil War and Reconstruction (Era 5) GLCE: U5.2.1 Explain the reasons (political, economic, and social) why Southern states seceded and explain the differences in the timing of secession in the Upper and Lower South. U5.2.2 Make an argument to explain the reasons why the North won the Civil War by considering the critical events and battles in the war, the political and military leadership of the North and South, the respective advantages and disadvantages, including geographic, demographic, economic and technological U5.2.5 Construct generalizations about how the war affected combatants, civilians (including the role of women), the physical environment, and the future of warfare, including technological developments. U5.2.3 Examine Abraham Lincoln s presidency with respect to is military and political leadership, the evolution of his emancipation policy (including the Emancipation Proclamation), and the role of his significant writings and speeches, including the Gettysburg Address and its relationship to the Declaration of Independence Abstract: Modernization has opportunity and consequences. War influences all parts of life Key Concepts: Why was the union successful in the war? How are people affected by war? How is leadership important? Sequence of Activities: 1. Create maps to show resources of each section (use student-created posters from Lesson 1 as resource synthesize information from posters onto maps). 2. Have students brainstorm a list of reasons North and South were so different in all aspects of society (economy, daily life, political views, etc). 3. From brainstormed lists and maps, develop disadvantages and advantages of the North and South (use T-chart). 4. Students will demonstrate understanding by writing bulleted lists showing the advantages/disadvantages of each section and making predictions as to winner. 5. Teacher presentation on different leaders during war: Lincoln/Davis, Lee/Northern Generals. points to discuss: o styles of leadership o connections to modern times/areas of student interest (ex. sports/coaches, teachers/administrators, parents) o capitalizing on strengths, strategies

14 Connections: Eighth Grade Civil War and Reconstruction Unit 6. Highlight key battles by region using topics discussed earlier (leadership, strengths/weaknesses, etc) use maps to identify battle site locations and troop movement. 7. Investigate Total War concept through Sherman s March to the Sea (Via: diaries, maps, and United Streaming videos: Sherman s March and Sherman s Map). 8. Students will select a technological improvement during the Civil War era and demonstrate how this improvement impacted life during and after the war including both positive and negative consequences (Ex: weaponry, railroad, telegraph, iron clad ships, industrial improvements, newspaper reporters at battlefields, photography, medicine/surgical techniques, etc) demonstration of knowledge by presentation (ex: PowerPoint, poster, video, Photostory) English Language Arts Encourage ELA Teachers to read any of the following: Red Badge of Courage, Across Five Aprils, Soldier s Heart, Walt Whitman s poetry Writing activities above Mathematics Instructional Resources: Equipment/Manipulative Document camera Computer access for students Student Resources Blank Outline Maps Poster paper Teacher Resources Civil War Overview PowerPoint: United Streaming videos: Sherman s March and Sherman s Map Library of Congress

15 Lesson 5 Title: Picking Up the Pieces Grade Level: 8 th Grade Unit of Study: Civil War and Reconstruction (Era 5) GLCE: U5.3.1 Describe the different positions concerning the reconstruction of Southern society and the nation, including the positions of President Abraham Lincoln, President Andrew Johnson, Republicans, and African Americans. U5.3.2 Describe the early responses to the end of the Civil War by describing the policies of the Freedmen s Bureau restrictions placed on the rights and opportunities of freedmen, including racial segregation and Black Codes. U5.3.3 Describe the new role of African Americans in local, state and federal government in the years after the Civil War and the resistance of Southern whites to this change, including the Ku Klux Klan. U5.3.4 Analyze the intent and the effect of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution. Abstract: Change creates turmoil and opportunities. Key Concepts: How did the events of the Civil War and Reconstruction have a lasting impact on current events? Sequence of Activities: 1. Show students a copy of Lincoln s 2 nd Inaugural Address and then read the excerpt to start discussion on what American citizens are facing following the Civil War. 2. Use (US History I Reconstruction) to show visual. 3. Have students divide into groups to research life prior to the war and after the war for southerners and present to either whole class or small groups to demonstrate the effects of war on daily life. 4. Brainstorm ways white southerners could keep societal control while being disenfranchised because of their participation in the war. --discuss the emergence of Ku Klux Klan and other white groups --literacy tests, poll taxes, grandfather clause --Northern reactions to Southern actions o --13 th, 14 th, 15 th Amendments o --Freedman s Bureau Schools o --military districts established/martial law 5. Have students create a timeline of events of Reconstruction with visuals as appropriate. 6. Have student s analyze Thomas Nast s Worse than Slavery demonstrate understanding by using information from brainstorm sessions and timeline. 7. Have students find examples of current or recent national/state events and discuss as whole class the connections to post-civil War issues.

16 Connections: English Language Arts Encourage ELA teachers to read excerpts from Gone with the Wind, Research/reading current events Mathematics Chronological timeline Instructional Resources: Equipment/Manipulative Student Resources Copies of 13 th, 14 th, 15 th amendments Magazines, newspapers, online current event resources Teacher Resources Appropriate excerpts from Cold Mountain movie (Lincoln s inaugural address image) (US History I Reconstruction) Nast- Worse than Slavery cartoon) (Thomas Cartoon Analysis Worksheet:

17 Lesson 6 Title: To Be a Slave Grade Level: 8 th Grade Unit of Study: Civil War and Reconstruction (Era 5) GLCE: U5.1.1 Explain the differences in the lives of free blacks (including those who escaped from slavery) with the lives of free whites and enslaved peoples. U5.1.2 Describe the role of the Northwest Ordinance and its effect on the banning of slavery (e.g., the establishment of Michigan as a free state). U5.1.5 Describe the resistance of enslaved people (e.g., Nat Turner, Harriet Tubman and the Underground Railroad, John Brown, Michigan s role in the Underground Railroad) and effects of their actions before and during the Civil War. U5.2.4 Describe the role of African Americans in the war, including black soldiers and regiments, and the increased resistance of enslaved peoples. Abstract: Geographical location influences culture. Social and economic challenges impact citizen s lives. Key Concepts: How did attempts to end slavery influence life before and after the war? How did slavery impact the cultural, economic, geographic and social fabric of the country? Sequence of Activities: 1. Class discussion comparing social structure in South to social structure in schools Who is at the top/why? Who was in the middle? Who is the lowest/why? Is social mobility possible in either place? 2. Create a graphic depiction showing the following information about African Americans and societal structure : (e.g. T-chart, poster, picture essay) 1. What was a typical slave's day like? 2. What role did African-Americans play in the Civil War? 3. How do the lives of slaves and free blacks compare? 4. How do the lives of slave and free blacks contrast with lives of their white counterparts? 5. Why and how did slaves and abolitionists help to break the chains of slavery? 6. How did slaves escape from slavery? 7. Where did former slaves live after the Civil War?

18 Connections: English Language Arts Suggested reading: To Be a Slave by Julius Lester Mathematics Instructional Resources: Equipment/Manipulative Student Resources Teacher Resources (library of congress, American memory collection) Ken Burns The Civil War (numerous video/segment choices)