Great Schools Partnership



|Unit Overview | |

|Unit Title: |Civil War and Reconstruction |

|Teacher: | |

|Grade Level/Course: |10 |

|Length/Dates: |Traditional: 12; Block: 6 |

|Unit Summary: | |

Stage 1: Desired Results

|Graduation Competencies |

|HISTORY: Evaluate a variety of primary and secondary sources to apply knowledge of major eras, enduring themes, turning points and historic influences to analyze the forces of continuity and |

|change in the community, the state, the United States and the world. |

|Performance Indicators |Benchmark Standards (Learning Goals) |

|Utilize research and inquiry skills to analyze history using primary and secondary sources and |Review causes, course and consequences of the Civil War. (A.2.1) |

|evaluate the credibility of those sources. |Assess the influence of significant people or groups on Reconstruction. (A.2.2) |

|Develop credible explanations of the cause, course, and consequences of historical events based on|Describe the issues that divided republicans during the early Reconstruction era. (A.2.3) |

|reasoned interpretation of evidence. |Distinguish the freedoms guaranteed to African Americans and other groups with the 13th, 14th,|

|Identify and critique diverse perspectives to explore social, political, and economic |and 15th Amendments to the Constitution. (A.2.4) |

|relationships in history. |Assess how Jim Crow Laws influenced life for African Americans and other racial/ethnic |

|Determine the significant events, figures, organizations and their contributions during historical|minority groups. (A.2.5) |

|eras and trace the impact on enduring themes. |Compare the effects of the Black Codes and the Nadir on freed people, and analyze the |

|Analyze the effects of geography on cultures, institutions, and the course of historical events. |sharecropping system and debt peonage as practiced in the United States. (A.2.6) |

|Essential Question(s) |How has war shaped our way of life? |

|Enduring Understanding |Big Idea/Theme: The Civil War was caused by economic, social, and political differences between the North and the South. The most important of which was |

| |differing views on slavery. This brutal conflict resulted in tremendous loss of life and property and brought major changes to the American way of life. |

|Students will know… |Students will be able to… |

|Sectionalism, Secede, State’s Rights, Popular Sovereignty, Missouri Compromise, Compromise of 1850, Slave|Explain the causes of the Civil War |

|Codes, Fugitive Slave Act, Kansas-Nebraska Act, Bleeding Kansas, Dred Scott v. Sanford, Roger B. Taney, |Describe the consequences of the Civil War |

|Abraham Lincoln, Freeport Doctrine, Civil War, Blockade, Total War, Anaconda Plan, Emancipation |Assess the contribution or influence of various players in the Civil War |

|Proclamation, Vicksburg Campaign, Battle of Gettysburg, Gettysburg Address, Union, Confederacy, Election |Compare rights and freedoms of various groups as outlined in the Constitution |

|of 1860, Lincoln Douglas Debates |Evaluate the influence of the Jim Crow Laws on minority groups in the U.S. |

|Abraham Lincoln, Radical Republicans, Andrew Johnson, Amnesty, Scalawags, Carpetbaggers, 10% Plan, |Compare the effects of the Black Codes and the Nadir on freed people, and analyze the |

|Freedmen’s Bureau, O.O Howard, Thaddeus Stevens |sharecropping system and debt peonage as practiced in the United States. (A.2.6) |

|13th, 14th, 15th Amendments, Civil Rights, Civil Rights Act of 1866 | |

|Civil Rights, Black Codes, Segregation, Sharecropping, Debt Peonage, Lynching, Jim Crow, Nadir, | |

|Freedmen’s Bureau, Civil Rights Act of 1866, Poll Tax, Literacy Test, Grandfather Clause, Ku Klux Klan, | |

|Plessy v. Ferguson | |

Stage 2: Evidence of Student Learning

|Task Neutral Scoring Criteria |

|Indicator |Emerging |Progressing |Proficient |Exceeds |

|A. Utilize research and inquiry skills to |Identifies primary and secondary |Summarizes contents of evidence; |Utilizes research and inquiry |Synthesizes information from |

|analyze history using primary and secondary |sources; Recognizes basic |Uses primary and secondary sources |skills to analyze historical events|multiple sources to construct an |

|sources and evaluate the credibility of those |information (who, what, where, |to support argument. |using primary and secondary sources|argument about the past. |

|sources. |when, why). | |and evaluate the credibility of | |

| | | |those sources. | |

|B. Develop credible explanations of the cause,|Describes the course of events; |Explains the ways historical events|Develops believable explanations of|Evaluates alternative explanations |

|course, and consequences of historical events |Lists causes and effects. |are connected to one another; |the cause, course, and consequences|of the cause, course, and |

|based on reasoned interpretation of evidence. | |Summarizes contents of evidence. |of historical events based on |consequence of events. |

| | | |well-thought-out interpretation of | |

| | | |evidence. | |

|C. Identify and critique diverse perspectives |Recognizes social, political and |Summarizes diverse points of view |Compares diverse points of view to |Analyzes how social, political, and|

|to explore social, political, and economic |economic relationships; Identifies |relating to social, political and |explore social, political, and |economic relationships lead to the |

|relationships in history. |point of view. |economic relationships. |economic relationships in history. |formation of varying points of |

| | | | |view. |

|D. Determine the significant events, figures, |Identifies significant events, |Describes how figures and | Determines the significant events,|Synthesizes the long-term effects |

|organizations and their contributions during |figures, and organizations; |organizations have shaped |figures, organizations and their |of significant events, figures, |

|historical eras and trace the impact on | |significant historical events. |contributions during historical |organizations. |

|enduring themes. | | |eras and trace the impact on | |

| | | |enduring themes. | |

|E. Analyze the effects of geography on |Identifies geographical features. |Describes the advantages and |Analyzes the effects of geography |Connects the effects of geography |

|cultures, institutions, and the course of | |disadvantages of various |on cultures, institutions, and the |to long-term trends and themes in |

|historical | |geographical locations. |course of |history. |

|events. | | |historical events. | |

|Summative Assessment Task |

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|..tery-Based Learning Unit Planning Template |

Stage 3: Instructional Design

|Hook or Entry Event |

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|..tery-Based Learning Unit Planning Template |

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|Pre-assessment |

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|Learning Targets |Formative Assessment(s) |Learning Experiences |

| | |The Historian’s Apprentice: Evaluating Primary and Secondary Sources (p. xvii |

| | |Gateway text) |

| | |Primary Source Analysis- What Caused the Civil War? (DBQ) |

| | |What led the Southern states to secede from the Union in 1860 and 1861? (DBQ) |

| | |Political Cartoon Analysis Graphic Organizer -“Freesoiler” Cartoon (p.8 Gateway) |

| | |SHEG Lesson: Emancipation Proclamation |

| | |Graphic Organizer –Compare and contrast the plans for Reconstruction. |

| | |Primary Source Analysis-DBQ: North or South Who Killed Reconstruction? |

| | |Political Cartoon Analysis Graphic Organizer - “Worse Than Slavery” Cartoon |

| | |SHEG Lesson: Radical Reconstruction |

| | |Political Cartoon- Draw a political cartoon that illustrates the 13th, 14th, 15th |

| | |Amendments |

| | |Concept Map “Reconstruction” (p. 36 Gateway) |

| | |SHEG Lesson: Reconstruction SAC |

| | |Analyze a sample of Black Codes -Using Document Analysis Form |

| | |PBS Documentary and Classroom Resources: Slavery by Another Name |

| | |SHEG Lesson: Sharecropping |

| | |The Historian’s Apprentice: Evaluating Primary and Secondary Sources (p. xvii |

| | |Gateway text) |

| | |Primary Source Analysis- What Caused the Civil War? (DBQ) |

| | |What led the Southern states to secede from the Union in 1860 and 1861? (DBQ) |

| | |Political Cartoon Analysis Graphic Organizer -“Freesoiler” Cartoon (p.8 Gateway) |

| | |SHEG Lesson: Emancipation Proclamation |

| | |Graphic Organizer –Compare and contrast the plans for Reconstruction. |

Stage 4: Resources and Reflection

|Resources (Aligned to Learning Experiences) |

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|Student Reflection |

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|Teacher Reflection |

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