Name: Course: Unit: Time Frame: Jeff Walker US History (8 th Grade) Causes of the Civil War Three Weeks Stage 1 Desired Results WA 8 th Grade EALRs and GLEs (Social Studies, Reading, and Writing) SOCIAL STUDIES EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future. 4.2.1 Understands and analyzes how individuals and movements have shaped U.S. history (1776 1900). 4.3.1 Analyzes and interprets historical materials from a variety of perspectives in U.S. history (1776 1900). 4.3.2 Analyzes multiple causal factors to create positions on major events in U.S. history (1776 1900). EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating. 5.1.1 Understands reasons based on evidence for a position on an issue or event. 5.1.2 Evaluates the logic of reasons for a position on an issue or event. 5.2.2 Evaluates the logic of positions in primary and secondary sources to interpret an issue or event. WRITING EALR 1: The student understands and uses a writing process. 1.2.1. Analyzes task and composes multiple drafts when appropriate. 1.3.1. Revises text, including changing words, sentences, paragraphs, and ideas 1.4.1. Edits for conventions EALR 3: The student writes clearly and effectively. 3.1.1. Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. 3.3. Knows and applies writing conventions appropriate for the grade level. READING EALR 1: The student understands and uses different skills and strategies to read. 1.3.2. Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities Page 1
EALR 2: The student understands the meaning of what is read. 2.1.4. Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: use prior knowledge. 2.1.7. Apply comprehension monitoring strategies for informational and technical materials, complex narratives and expositions: determine importance and summarize text 2.3.1. Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships OVERARCHING ENDURING UNDERSTANDINGS People see things differently based on their geography, class, race, and gender. Historical events rarely have one clear cause. OVERARCHING ESSENTIAL QUESTIONS How do culture and upbringing influence the way you see things? Does understanding the past help us change the present? Understanding the past is an important part of understanding the present. Unit Enduring Understanding There are many interpretations of events leading to the Civil War, and Views of these key events varied according to regional differences in geography, culture, and economy. Many of these differences persist to this day. Much of why the war was fought was the failure of previous compromises to resolve the underlying issue of slavery. Unit Essential Questions: What were the main reasons the North and the South fought the Civil War? How did people from the North and South see the events leading up to the Civil War differently? Are there still differences today in how these events and the war are seen? Who were significant people of the time, and what was their role leading up to the Civil War? Page 2 How much of the decisions of people like Abraham Lincoln were freely made, and how much was decided by forces beyond their control? CONSIDER KNOWLEDGE, PROCESSES, SKILLS KEY TO THE UNIT OF STUDY AS WELL AS Students will know... ESTABLISHED PROGRAM GOALS AND OBJECTIVES Major reasons for the American Civil War (regional and economic differences, tension over slavery, state vs. federal rights) Key events leading up to the war (3/5 Compromise, Missouri Compromise, Compromise of 1850, Fugitive Slave Act, Students will be able to... Identify the Who, What, Where, and When of key events leading to the Civil War. Compare and contrast the different perspectives of the North and South on these events. Evaluate the arguments for and against the Civil War as well as the significance of key
Kansas-Nebraska Act, publication of Uncle Tom s Cabin, Dred Scott Decision, John Brown s Raid, the Election of 1860, and the attack on Fort Sumter) People and movements who played a significant role in these events. events on the course of the War. Performance Tasks: OSPI Causes of Conflict research paper analyzing the causes of the Civil War. Stage 2 Assessment Evidence Other Evidence: Quiz. Quiz will ask on-the-surface questions regarding details of the various events leading up the Civil War as well as a Compare and Contrast question about the differences between the North and South immediately prior to the Civil War. Written Reflections. Included are short responses to WASL stem questions and Ticket out the Door short answers. Stage 3 Learning Plan LESSON ONE: SLAVE LIFE DAY ONE: Do Now: What would be the worst thing about losing your freedom? Guiding Question: What was daily life like for a slave? TRANSITION: Discuss how we will be learning about the Civil War. ASK what one of the key causes of the war was (slavery). Tell students we will be learning about what life was like for slaves over the next two days. SAY: This is the most terrible thing in American History, so why are we studying it? Be VERY CLEAR AND EXPLICIT that this is terrible stuff, and what we will see and talk about isn t even the worst of it. Be VERY CLEAR that it is not something to joke about, and that jokes are not appropriate. The first activity is a BrainPop Video about the history of slavery. Students are to write down five interesting facts they learn during the video for discussion afterward. SHOW: BrainPop Video History of Slavery in America In your INB, write down 5 interesting facts. T/P/S briefly with class their five facts. (MAY CUT FOR TIME) Page 3
Show pictures: Slave ship. SAY: We talked a bit during the Harriet Tubman story about the trip from Africa does anyone remember what that was called? ASK: What do you notice about this picture? Point out how people were arranged. GUIDED READING: Slave Narratives, Pt. 1 Hand out and READ aloud to class. FIRST STORY: Have any of you been separated from a parent, even briefly? Can you imagine how it would feel to watch your mom or dad leave and know you d never see them again? SECOND STORY: Do you think Frederick Douglass s mother loved him? What is there in the story that makes you think that? (WALKED 12 miles at night, risked whipping). Writing Prompt: What conclusion can you draw about the effect of slavery on families? DAY TWO: Do Now: T/P/S/W: What does eyewitness mean? DISCUSS with students what eyewitness means. Tell students that what we are going to read are primary sources. ASK if anyone knows what this means. TELL students a primary source is an eyewitness account, or newspaper article written at the time, or even a picture. TELL students to write definition in INB: A first-hand account of an event, such as a diary, newspaper article, or picture. CONTRAST this with a secondary source, which analyzes or interprets primary sources, like a textbook. Guiding Question: What was daily life like for a slave? TRANSITION: ASK RAISE YOUR HAND if you think what we read yesterday was a primary source. Secondary? Today, we are going to look at some more primary sources first-hand stories written by slaves. Hand out excerpts. GUIDED READING: Slave Narratives, Pt. 2 FIRST STORY: Most of what they ate was bacon and cornbread. SECOND STORY: All the food is cold, very few hot meals. Not easy work but hard, back-breaking labor. THIRD STORY: Show slave quarter picture. Do you think it s better to read about these stories first-hand, or in textbooks? Why? What if our textbooks didn t talk about slavery, would these stories be important? Connect with Mr. Metzelaar. Page 4
Writing Prompts: What do you think was the worst part about life as a slave? and Why is it important to study history using primary sources like these LESSON TWO: Life in the South Guiding Question: What was life like in the South before the Civil War? Do Now: What was the worst thing about being a slave? TRANSITION: Today we are going to look at the economy of the South. What does economy mean? Guided Reading Chapter 15, Section 3: The Cotton Kingdom ( The Cotton Kingdom p. 341; Other Industries p. 342) CORNELL NOTES on Main Idea of each paragraph. SHOW Cotton Chart HW: Language Arts LESSON THREE: Life in the North Guiding Question: What was life like in the North before the Civil War? Do Now: T/P/S How do you think life in the North was different from life in the South? TRANSITION: ASK which side supported slavery, North or South. ASK students what they remember about Life in the Cities from the Industrial Revolution how was work done? Where? (FACTORIES). Where did people live? (CITIES). TELL students that this happened mainly in the NORTH, and what we will be reading about today is what life was like in the North. Guided Reading Chapter 15, Section 1: Industry in the North ( New Machines p. 333; Expanding Economy p. 336; CORNELL NOTES: Main Idea for each paragraph HW: Language Arts CHART on 396 LESSON FOUR - Compromise of 1820 and 1850 Page 5
Guiding Question: How did the Compromises of 1820 and 1850 help lead to the Civil War? DoNow: T/P/S - What is a compromise? Give an example from your own life. DISCUSS DoNow briefly. ASK students about their examples: were you happy with the compromise? Was the other person? Is it harder to compromise if the issue is more or less important to you? Do you think the North and South had a hard time compromising on slavery? What do you think happened when new states were formed? WATCH BrainPop Causes of the Civil War GRAPHIC ORGANIZER: Roadmap to Civil War We re going to be filling this out this week, and you will be using it on the project for next week we will tell you about later, so DON T LOSE IT! We are going to be writing brief summaries for each event. READ Debate over Missouri (pp. 373-374) Have students take notes in G.O. on main details of Missouri Compromise ASK what notes should go in Missouri Compromise Section. DISCUSS: In our discussion about the Gold Rush, what happened to the population of California? When did they become a state? Based on what the Missouri Compromise said, what do you think would have happened? READ Compromise of 1850 3 rd and 4 th paragraphs only p 377; Fugitive Slave Law p. 377 ASK: What notes should we take in the Compromise of 1850? Fugitive Slave Act? sections of G.O. Looking at your notes, what do you think was the most difficult part of either compromise for the North? For the South? Why? Did these Compromises resolve the question of slavery in the territories, or just make the problem worse? TICKET OUT THE DOOR: How did the Compromises of 1820 and 1850 help lead to the Civil War? HW: Fugitive Slave Law EdHelper LESSON FIVE Kansas-Nebraska and Dred Scott Guiding Question: How did the Kansas-Nebraska Act and Dred Scott Decision help lead to the Civil War? Do Now: T/P/S - One pro and one con about letting states vote to be free or slave. Page 6
TELL students to take out the Roadmap G.O. READ Uncle Tom s Cabin Textbook pp 378-379 SAY: After the Compromise of 1850, the next territory looking at becoming a state was Kansas. Voters there were going to decide on whether or not the state would be a free or slave state. READ Bleeding Kansas Textbook pp 380 381 DISCUSS The impact of the Border Ruffians Americans shooting guns at Americans for the first time over slavery. READ Dred Scott Decision Textbook pp 382 DISCUSS Impact of decision slaves are not people but property; Congress has no authority to outlaw slavery in territories. EXPLAIN the fear of abolitionists that the Court would rule Congress had no power to outlaw slavery in states, and therefore had no legal means left to fight the spread of slavery. HW: EdHelper Dred Scott Decision LESSON SIX John Brown s Raid, Election of 1860 Guiding Question: How did John Brown s Raid and the Election of 1860 help lead to the Civil War? Do Now: T/P/S Why or why not is using violence to end slavery appropriate? VIDEO: Chapter 9 TELL students to take out the Roadmap G.O. READ Raid on Harper s Ferry Textbook pp 385 READ Election of 1860 and The South Secedes (First two paragraphs ONLY) Textbook pp 386 Page 7
HW: EdHelper - Misguided Fanatic or Hero? LESSON SEVEN QUIZ LESSON EIGHT (One Week) Causes of Conflict CBA Page 8