Unit 4: Civil War and Reconstruction Chapters: 10-12, 16.3 Essential Questions 1) Which is more important- individual liberties or preservation of a nation? 2) To what extent is it possible to eradicate feelings of prejudice and discrimination towards a group of people? 3) What are some long-term effects of the Civil War and emancipation? 4) How do historical interpretations of the Civil War differ, depending on the geographical location? The War with Mexico A Nation Divided The Civil War Reconstruction The World of Jim Crow Manifest destiny Annex Gadsen Purchase Wilmot Proviso -Mexican War: Causes and Effects -Bear Flag Revolt -Treaty of Guadalupe Hidalgo: Provisions -New Territory Added to America: Causes and Effects -Slavery: Questions Raised as a Result of New Territory James K. Polk Zachary Taylor Santa Anna Popular sovereignty Free soilers Lower South Upper South Secessionists Confederate States of America Nullification States rights -Uncle Tom s Cabin: Significance -Slavery: Arguments for and against -Differences between the North and the South -Missouri Compromise -Compromise of 1850 -Kansas-Nebraska Act -Creation of the Republican Party: Causes and Effects - Bleeding Kansas -The Dred Scott Decision: Significance -The Lincoln-Douglas Debates -Election of 1860 -Formation of the Confederate States of America John C. Calhoun Henry Clay Stephen Douglas Abraham Lincoln Dred Scott John Brown Union Confederacy Draft Copperheads Writ of habeas corpus Siege -North and South: Strengths/Weaknesses, Military Strategy, Financing the War -Important Battles: Bull Run, Shiloh, Antietam, Fredericksburg, Chancellorsville, Gettysburg, Vicksburg -The Emancipation Proclamation -The Gettysburg Address -African-American Soldiers in the Civil War -Hardships Faced by Troops and Civilians -Prison Camps and Medial Care -Sherman s March to the Sea: Devastation of the South -13 th Amendment -Surrender at Appomattox Courthouse -Lincoln s Assassination Ulysses S. Grant Robert E. Lee Abraham Lincoln William Tecumseh Sherman Jefferson Davis Reconstruction Radical Republicans Freedmen s Bureau Black codes Civil rights Impeach Carpetbaggers Scalawags Sharecropping Tenant farming Infrastructure Compromise of 1877 -Hardships in the South -Debate: Punish or Pardon the South? -Lincoln s Reconstruction Plan -Johnson s Reconstruction Plan -14 th and 15 th Amendments -President Johnson s Impeachment -Election of President Grant -Changes in Southern Farming: Causes and Effects -Rise of the Ku Klux Klan -End of Reconstruction: Causes and Effects Andrew Johnson Ulysses S. Grant Poll tax Grandfather clause Segregation Jim Crow laws Lynching NAACP -Plessy vs. Ferguson - Separate but equal -Purpose: Poll taxes, literacy tests, grandfather clause -New approaches to race problems
I Can Statements: Over the course of the unit, place a check mark next to the statements that are true for you. This will allow you to better prepare for unit assessments. I Can: Understand the causes and effects of the War with Mexico. 16.A.4a Trace the political rise of Abraham Lincoln and discuss his historical significance. 16.A.4b Identify how slavery affected national politics in this period. 16.D.4a Discuss how the election of 1860 demonstrated the split between the North and the South. 16.A.4b Discuss the two views concerning slavery (Northern view and Southern view). 16.D.4a Compare and contrast the differences between the North and the South (i.e. economic, social, political). 16.A.4b Identify and discuss the various compromises that were reached prior to the start of the Civil War. 16.A.4b Identify and discuss the causes of the Civil War. 16.A.4a Identify and discuss various battles of the Civil War, specifically the significance of each battle to the overall Civil War. 16.A.4a Identify and discuss the effects of the Civil War on soldiers, women, and African Americans. 16.A.4a Identify and discuss the strategies for winning the war. 16.A.4b Explain why the South was eventually defeated in the Civil War. 16.A.4B Debate answers to the following question: Was the Civil War unavoidable? 16.A.5a Compare and contrast Lincoln and Johnson s plans for Reconstruction. 16.A.4a Identify the ways in which former slaves began to rebuild their lives after the Civil War. 16.D.4a Explain the significance of the following amendments: 13 th, 14 th, and 15 th. 16.A.5a Discuss the successes and failures of Reconstruction. 16.A.5a
Common Core 9-10 Reading Standards for Literacy in History/Social Studies (RH) Key Ideas and Details CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Integration of Knowledge and Ideas CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author s claims. CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. Range of Reading and Level of Text Complexity CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9 10 text complexity band independently and proficiently.
Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST) Text Types and Purposes CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience s knowledge level and concerns. CCSS.ELA-Literacy.WHST.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. CCSS.ELA-Literacy.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument presented. CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS.ELA-Literacy.WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. CCSS.ELA-Literacy.WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. CCSS.ELA-Literacy.WHST.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST.9-10.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued (WHST) Production and Distribution of Writing CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Note Students narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.