STUDYING THE RISE OF THE AMERICAN CIVIL WAR

AND THE RECONSTRUCTION ERA

10th Grade
American History

Lukas Sheets

Undergraduate

SED 480

Month Day, 2018

STAGE I

Unit Overview:
This American History Unit will focus on the events leading to the American Civil War,
and the effect it and the Reconstruction Era had on America, on into modern day. Students will
examine the economic, social, and cultural differences between the North, South, and Western
states in the 19th century, the political climate of the era, technologies, resources, as well as the
introduction of various new legislatures. By examining these key concepts, students will be able
to identify the influences of these factors, and expand on how the effects can still be felt in
modern society. These concepts will be consistently connected to the affairs of modern day
politics, cultural division in modern society, and similar conflicts happening across the globe.
Comprehension of the diversity in America is the key to understanding why one nation
waged war on itself, even with shared national identity and beliefs. Focusing in on the structure
of America long before the Civil War began will aid students in understanding that decisions
ingrained in culture and law can have lasting repercussions, even centuries after they are made.
Students will draw inferences through numerous assessments in order to effectively demonstrate
the connection between gained knowledge of the Civil War, and its implications and connections
to the modern world. The final assessment from the unit will involve an in-depth study of a piece
of legislation, an important figure, or a major event, and its long-term effect on America, using
sources, research skills, knowledge, and personal values.

Standards:
Arizona Department of Education Standards:
Strand 1 American History, Concept 6, Civil War and Reconstruction

PO 1: Explain the economic, social, and political causes of the Civil War:
a. economic and social differences between the North, South, and West
b. balance of power in the Senate (e.g., Missouri and 1850 Compromises)
c. extension of slavery into the territories (e.g., Dred Scott Decision, the Kansas-Nebraska Act)
d. role of abolitionists (e.g., Frederick Douglass and John Brown)
e. debate over popular sovereignty/states’ rights
f. Presidential election of 1860
PO 2: Analyze aspects of the Civil War:
a. changes in technology
b. importance of resources
c. turning points
d. military and civilian leaders
e. effect of the Emancipation Proclamation
f. effect on the civilian populations
PO 3: PO 3. Analyze immediate and long-term effects of Reconstruction in post-Civil
War America:
a. various plans for reconstruction of the South
b. Lincoln’s assassination
c. Johnson’s impeachment
d. Thirteenth, Fourteenth and Fifteenth Amendments
e. resistance to and end of Reconstruction (e.g., Jim Crow laws, KKK, Compromise of 1877)
 Arizona Department of Education College and Career Readiness Standards:

Reading:

6. Assess how point of view or purpose shapes the content and style of a text.
7. Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words
8. Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
10. Read and comprehend complex literary and informational texts independently and
proficiently.

Writing:

1. Write arguments to support claims in an analysis of substantive topics or texts, using

valid reasoning and relevant and sufficient evidence.
4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.

Speaking and Listening:

1. Prepare for and participate effectively in a range of conversations and collaborations

with diverse partners, building on others’ ideas and expressing their own clearly and
persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including
visually, quantitatively, and orally.

Objectives:

Week One:
1. Students will use a venn diagram to compare and contrast Northern and Southern
economic and social differences before the American Civil War in order to evaluate
how modern conflicts might arise.
2. Students will write a short essay to correlate the polarization of the pre-Civil War
Senate and slavery in westward expansion in order to analyze how modern issues
polarize today’s Senate.
3. Students will share independent research to demonstrate the ideals of military and
civilian leaders in order to apply these concepts to modern leaders.
4. Students will produce a graphic organizer about military and civilian leaders in order
to synthesize a visual representation of learned information.
5. Students will debate on their justification on whether technology or resources were
more valuable to either sides war effort in order to evaluate how the advancement of
technology and accessibility of resources affects modern countries in their conflicts.
 Week Two:
1. Students will demonstrate group research on turning points of the Civil War and the
Emancipation Proclamation in order to apply research and communication skills.
2. Students will use supplied materials to identify the effects of the war on the civilian
population and the subsequent reconstruction plans, in order to know how the effects
of war can linger in a nation.
3. Students will use documents to examine the assassination of President Lincoln,
impeachment of President Johnson, and the resistance to reconstruction from texts in
order to analyze why or why not the events were justified.
4. Students will examine the 13th, 14th, and 15th amendments and write a five-paragraph
essay in order to analyze how these amendments may affect Americans today.
5. Students will take a Unit Test to evaluate their understanding of the Civil War and
Reconstruction in order to evaluate their understanding of the subject.

Key Concepts:
 Culture and Economy of Northern and Southern States (understanding the regional differences
and their effect before and during the war)
 Political Climate of the Senate and polarization on Slavery (understanding how one issue could
devolve an entire nation into war, and why it was so important)
 Military and Civilian Leaders and their influences (understanding the people other people
followed, and why and how they chose to leave their mark)
 The effect of technology and resources on the war machine (understanding technological
advantages in wartime)
 Effect on American civilians (understanding the toll goes farther than casualties)
 Assassination of President Lincoln (understanding post-war sentiment and the death of a
President)
 Impeachment of President Johnson (understanding public opinion and reconstructions toll on
filling Lincoln’s shoes)
 The 13th Amendment
 The 14th Amendment
 The 15th Amendment

Essential Question:
What factors contributed to the Civil War and what were the long-term effects of the War and
subsequent Reconstruction?
1. What role did the economy have in the inception of the American Civil War?
2. How did the popular sovereignty and state rights contribute to polarization in the nation and how
does this correlate with the imbalance of Senate power?
3. What were the conflicts between westward territories and the practice of slavery?
4. Who were the important figures before, during, and after the war?
5. How did technology advance the war; and furthermore, how did the war advance technology?
6. What were the lasting implications on American economy and society after the war?
7. How did the 13th, 14th, and 15th Amendments change American society?
8. How are the echoes of the Reconstruction era still felt today?

Enduring Understanding: Decisions made based on cultural, economic, or social concepts can
have lasting implications on a nations people, regardless of intention.
STAGE II
Assessment Overview:

The assessments throughout the Civil War and Reconstruction Era Unit are designed to
reinforce student research strategies as well as their presentation of research. This Unit is
designed with a gradual increase in the rigor, and will juggle between individual research, group
research, and individual presentation assignments. By the end of the Unit, every student will
have created a product that has been manufactured entirely of their own research, utilizing
modern day tools to dive deep into the past of our country. Students will develop their individual
research skills by comparing geographical regions, the merits of long-gone leaders, and by
recording their thoughts down in essay format. By the end of our Unit, the Essential Question
“What factors contributed to the Civil War and what were the long-term effects of the War and
subsequent Reconstruction?” will have been answered via a Unit Essay which prompts students
to independently research a repercussion/effect of the period which still affects American society
today.
Every class period will begin with their bellwork, which is usually a written answer to a
question that should be writ upon one side of a half-sheet of paper. In example, the first bellwork
question of the Unit will be how they believe the previous unit, Westward Expansion, may have
contributed to the Civil War, a topic they have not yet learned. After two minutes of writing,
pencils go down, and the instructor calls upon 3-5 students to share their answers. The purpose of
this bellwork is to connect to previous learning, prepare students for class, and set them up for
the remainder of the period. As the period progresses, there will be many opportunities for
whole-class discussion, as well as small-group discussion, each to help students affirm their
knowledge on the subject.
Atop our class discussions, there will be a variety of smaller assignments that build up to
the big Unit finale. Many of these assessments are short essays, independent and group research
activities, as well as a debate which will encourage students to creatively express opinions –
regardless if they are the ones they personally hold. Each of these assignments are designed to
reinforce student learning so that they can comfortable achieve the Unit finale assignments, one
being a Unit Test, and the other being their Unit Essay, each which are due upon the final day of
the Unit. Students will use reflection skills in order to draw information from their research and
in-class studies in order to create an essay and accomplish the Unit Test.

Formative Assessments:
1. Each class period will begin with the bellwork assignment, which will be an assessment
on retention of previous learning. If it becomes abundantly clear that a previous concept
has gone unchecked, a brief review of the topic (3-5-minute lecture), will clear up the
confusion.
2. Daily checks for understanding will be conducted throughout each and every class period
of the Unit, ensuring that students are following the lesson.
3. Students will be creating a venn diagram, comparing the North and South before the war
to evaluate their pros and cons going into war.
4. Students will discuss the differences between the regions with their shoulder partners,
and the instructor will navigate the classroom to ensure every student has more than
enough information to fill their Venn Diagram.
5. Students will write a short essay correlating the expansion of slavery into new states, and
comparing it with modern day Senate polarization.
6. A class discussion will be held discussing why the Senate was so divided, and why
slavery had become so important an issue.
7. Students will write a “Declaration of Causes of Seceding Students”, which will be a
comical, yet effective way for students to demonstrate reasons for ‘class secession’ from
the building.
8. Students will independently research the technology and resources of both North and
South during the war, as well as advancements in technology. Ultimately, this
information will be used during their debates.
9. A debate will be conducted, with students debating whether it was technology or
resources which ultimately gave either side an advantage in the war, regardless of
whether their side actually won the war.
10. Groups will design a presentation based on their research on major Civil War turning
points, applying their research and communication skills through their choice of multi-
media application (video, powerpoint, prezi, etc.)
11. Students will independently study supplied materials to identify effects of war beyond
casualties. Examples of these effects could be Sherman’s path of destruction, or
legislation passed as a direct result of this era.
12. The students will analyze the assassination of Lincoln, the impeachment of Johnson, and
the resistance to the reconstruction, and determine the motives for each event, as well as
whether or not they can be justified.
13. Students will share with their partners independent study on the content of and
application of the reconstruction era amendments.
14. A five-paragraph essay will detail the 13th through 15th amendments, and how they affect
American citizens today.
Unit Essay

“In a 12pt double-spaced, 3-page MLA Essay, students will research and explain three side-
effects, repercussions, or lasting changes made by the Civil War that are important to society
today. There should be an intro paragraph (including a thesis statement), 3-5 body
paragraphs, and a conclusion paragraph which summarizes the essay.”
(Summative Assessment) Unit Exam:

Objective 1 Example: What was an economic advantage the North had that would eventually be a leading cause of Union
victory?
A. Slave-labor
B. Heavy Infrastructure
C. Strong military leadership
D. All of the above

Objective 2 Example: What was the core issue that had the Senate so polarized before the war?
A. The morality and legality of Slavery
B. The legality of seceding from the Union
C. Segregation in the South
D. Slave-holding status in new states

Objective 3 Example: Who was Susan B. Anthony and what were her greatest contributions to the American people?
A. She was a leading abolitionist and advocate for women’s rights
B. She was a wartime nurse who pioneered the medical field during the Civil War
C. She became the first female Supreme Court Justice and helped end slavery
D. She was the first teacher to teach in a non-segregated classroom in the South

Objective 4 Example: How did William Tecumseh Sherman controversially affect the war?
A. He coordinated the assassinations of numerous high-profile Confederate leaders
B. He led a campaign of total war which decimated Southern land
C. He invented the Telegram, which became widely used by Union forces
D. He enlisted the aid of slaves in his military ranks, shocking Southern forces

Objective 5 Example: Which of the following was the greatest advantage the Union had over the Confederacy?
A. The leadership of President Lincoln
B. Support from its population
C. Home-field advantage
D. Technological superiority

Objective 6 Example: What was the greatest effect of the Emancipation Proclamation?
A. It made slavery illegal in the United States of America
B. It declared the freedom of slaves in Confederate states
C. It made abolition a war-goal, boosting public support of the war
D. It immediately freed all slaves from the control of their former masters

Objective 7 Example: What lingering effects did the war leave on the defeated South?
A. Their lands were scorched from a total-war campaign
B. The balance of power shifted from states to the federal government
C. A depleted workforce from slave freedom and Confederate casualties
D. All of the above

Objective 8 Example: Why was President Andrew Johnson impeached?

A. Providing amnesty to ex-Confederates and lenient Reconstruction policies
B. He approved of Southern legislative “Black Codes”
C. He gave the presidential pardon to the assassin of President Lincoln
D. He attempted to remove and instate officials without congressional approval

Objective 9 Example: What was the 15th amendment and what was its major oversight?
A. It granted African American men the right to vote, but didn’t protect from discriminatory voting practices which
suppressed the African American vote
B. It freed all slaves in the United States, but did not grant them the rights of full citizens
C. It granted African American men the right to vote, but required that they pay a poll tax
D. It granted freedom to former slaves, but created a segregated America under the guise of “Separate but Equal”

Objective 10 Example: In 3-5 sentences, explain how America changed either politically or economically from pre-war to the
reconstruction.
STAGE III
Unit Calendar:

Day Topic(s) Unit Brief Listing of Activities Assessments

Objective

Day 1 Transition 1 1. Do Now Do Now:

M from 2. Introduce Unit Essay and Rubric Theorize on
Westward 3. Short discussion of the differences how
Expansion, between the North and South Westward
Introductio economically, and the advantages and Expansion
n to Civil disadvantages of each. (the previous
War 4. Hook: “US Economic History 4 – Unit) may
Economic Causes of the Civil War” 5:13 have
video contributed to
5. Venn Diagram assignment the start of
6. Shoulder Partner research on economic the Civil
and social differences between North and War.
South, filling up the diagram. At least 10
points per region. Venn
7. Exit Ticket Diagram

Exit Ticket:
Write
yourself a
letter to
congratulate
yourself on
completing
the Unit
Exam! (This
will be
returned to
students
later)
Day 2 Western 2 1. Do Now Do Now:
T Slavery 2. TPS Activity: What
and Senate Read documents about either (a) Missouri complication
Division Compromise or (b) Kansas-Nebraska Act, s might the
and share with shoulder partner. entanglement
3. Find and research a modern issue that of slavery
polarizes our Senate today. and westward
4. Write a short essay describing your expansion
modern issue and how it compares to the have
pre-Civil War era senate politically?
 5. Exit Ticket
Short Essay

Exit Ticket:
Why didn’t
the Missouri
compromise
succeed, and
why did the
Kansas-
Nebraska act
fail?

Day 3 The Spark 1. Do Now Do Now:

W of War 2. Ted-Ed Clip “How one piece of Describe
legislation divided a nation” some
(https://www.youtube.com/watch?v=oWww0 political
YIf-JE) differences in
3. Independent Research on essential modern day
question and define vocab terms Americans
3. Open class discussion, teacher
clarification Exit Ticket: 3
4. Short Essay on the essential question things you
utilizing notes, demonstrating new learned
knowledge today, 1
5. Exit Ticket question you
want to
know, 1
question you
NEED to
know.

Day 4 Military 3 1. Do Now (then discuss with a partner, Do Now:

Th Leaders, then the class) Examine
Abolitionis (https://www.loc.gov/resource/ppmsca.05 “Journey of a
ts, and 453/) slave from
Slave 2. Independently read one of the ‘Civil the plantation
Narratives War Leader’ documents from the table to the
3. Fill in a graphic organizer about your battlefield”
leader and their contributions Write/expand
3. Form groups of 3-4 with students who on the
read about the other leaders context of the
4. Students share their knowledge and fill image.
out graphic organizers, groups will rotate Exit Ticket:
 members with other groups to get Compare the
information on all the leaders. leader from
5. Exit Ticket your
Bellwork to
your
leadersfrom
the graphic
organizer in
2-3
sentences.
Day 5 Technolog 5 1. Do Now Do Now:
F y and the 2. The class will be separated in two large How does
War groups. One group will research Northern technology
technology, the other will research affect war
Southern resources. today? Pick
3. The groups will line up on opposing one
walls, and each student will share one technology
facet of their groups research, and the and explain.
opposing side will attempt to use one of
their facts to rebuke it. Exit Ticket:
4. Weekend research assignment: If Civil War
Research the Battle of Gettysburg. What broke out in
was its significance? Write 2 paragraphs America
to turn in Monday. today, how
5. Exit Ticket would
modern
technology
affect the
regions?
Would it
change the
outcome of
the war?

Homework:
Research
Gettysburg
Day 6 Turning 6 1. Do Now Do Now:
M Points 2. Discussion on do now – bring up non- Define a
military turning points (Emancipation) ‘turning
3. Sort into groups of 4, assign roles and a point’ and
turning point topic to each group turn in Unit
4. Create a class ‘Padlet’ to share Essay rough
information on the projector draft
5. Class discussion on the turning points
5. Exit Ticket
 Formative:
Padlet

Exit Ticket:
Which
turning point
of the Civil
War had the
greatest
impact, and
why?

Day 7 Civilians in 7 1. Do Now Do Now:

T the War; 2. Distribute documents about civilian life How does
Intro to during and after the Civil War, which war effect
Reconstruc emphasizes the changes for women and civilians in
tion slaves. war-torn
3. Students will write a short essay on nations? How
civilian life during war and reconstruction, does it affect
being sure to describe the changes for American
women and slaves. civilians
4. Exit Ticket during war-
time?

Formative
Assessment:
Short Essay
on the
transition
from civilians
in war-time
to
reconstructio
n.

Exit Ticket:
With the
abolition of
slavery, what
are some
lingering
effects you
can predict
during the
 reconstructio
n?

Independent
practice essay
Day 8 Primary 8 1. Do Now Do Now:
W Source 2. First Order: Read ‘The Diary of Horatio What is a
Analysis; Nelson Taft, April 14, 1865’ primary
Lincoln 3. Second Order: source
Assassinati https://www.fords.org/lincolns- document?
on assassination/ Why are
4. Third Order source documents via primary
internet links provided by the teacher or source
from Library of Congress documents
5. Exit Ticket important for
the study of
history?

Exit Ticket:
How reliable
are Primary
Sources?
What about
Secondary
Sources?
Why?
Day 9 Post-War 9 1. Do Now Do Now: List
Th Amendmen 2. Research the 13th, 14th, and 15th as many
ts amendments, and their effects, for 15 amendments
minutes. and what
3. Outline and write a 5 paragraph essay they entail
about the effects of these amendments (no
today (homework) electronics!)
3. Exit Ticket
Exit Ticket:
Come up
with an
amendment
of your own,
and explain
why it should
be added to
our
Constitution.
Day Review I 1-9 1. Do Now Do Now:
10 3. Discussion on the Unit, what was fun, Hand in your
F what was not, what can be improved, etc. finished Unit
3. Hand out review guide, use the class- Essay and
time to review notes and use the internet write what
to fill in review guide you liked and
4. Exit Ticket didn’t like
about this
Unit

Exit Ticket:
What part of
the Unit do
you feel the
need to
review the
most? What
element of
the Unit is
your
strongest?

Day Review II 1-9 1. Do Now Do Now:

11 2. Split line down the middle to become Without
M two groups. speaking, sort
3. Play “Civil War & Reconstruction in a line on
Jeapoardy” review game the wall by
4. No Exit Ticket! order of birth
date.

Day Exam 10 1. Do Now Do Now:

12 2. Take Unit Exam Prepare your
T 3. Upon completion, receive your letter to space for the
self from Day 1 Unit Exam
4. Exit Ticket (personal
computer),
hand in
review
packet, put
away any
notes.
Exit Ticket:
Pat yourself
on the back
for a Unit
well done!
Unit Lesson Catalogue:

Day 1

America’s Social and Economic Differences (~1861)

I. State Standards:
AZ High School American History, Strand 1 Concept 6
PO 1: Explain the economic, social, and political causes of the Civil War
II. Content Objective:
Students will use a venn diagram to compare and contrast Northern and Southern economic
and social differences before the American Civil War in order to evaluate how modern
conflicts might arise.
III. The Why
 Students will explore the importance of social ideals and economic differences as an
impact on conflict.
 Students will relate prior knowledge of industrialization in America to understand the
advantages and disadvantages of industrial and rural ares.
IV. Relevance
This lesson will help students realize how different opinions of persons from the same nation
can be, and how economic and social differences create conflict. This will help them
compare modern American regions, and perhaps also foreign nations with our own. It’s
important to understand the differences affecting other regions because it helps you gain an
understanding of their socio-economic background, and their potential attitudes to different
regions.
V. Materials Needed
 Writing Utensil
 History Notebook
 Loose-Leaf Paper
 A personal computer
VI. Key Vocabulary
 Cotton Gin
 Tariff
 Missouri Compromise and Compromise of 1850
VII. Bellwork
Students will sit down, and will retrieve the necessary materials as written from the board.
Then, they will write on a half sheet of paper their personal theory on how Westward
Expansion (the previous Unit) may have contributed to the start of the Civil War. After
spending two minutes writing, the instructor will ask that pencils be put down.
The instructor will call upon 3-5 students to share their theory on the connection between the
two. After hearing the opinions, the instructor will explain how the prospect of slavery in
new states was one of the fundamental causes of the Civil War. The instructor will then read
and explain the objective, and explain the purpose of the lesson.
VIII. Anticipatory Set
The instructor will instruct students to take notes individually on a short video, paying key
attention to both the vocab words on the board, as well as answering two key questions.
 How were the American North and South different economically?
 What advantages and disadvantages did each region have?

The instructor will then play a 5:13 minute long video clip titled “US Economic History 4 –
Economic Causes of the Civil War” located at
https://www.youtube.com/watch?v=cTCCIj8tOSI
IX. Instruction
 After the end of the video, the instructor will lead a 10-minute classroom discussion
covering the concepts of the video, as well as elaborating on some of the key
differences in infrastructure and economies of both regions. Most of the students
should be called upon and given opportunity to share. Some guiding questions are:
o After having watched the video, how do you think Westward Expansion
connects to the Civil War?
o Why was the tariff so hotly contested?
o How/Why was the Southern economy so dependent on slave labor?
o What are the major differences between Northern and Southern economies
besides slave labor?
 Instructor will introduce the Unit Essay, which will be worked on the duration of the
Unit. At the end of class, a rubric will be handed out.
 Instructor will ask that all students take out a sheet of loose-leaf paper, or tear one
from a notebook, and draw a Venn Diagram across it. The title should be written
“Economic and Social differences of the North and South” or something similar, with
one bubble representing North, and one the South. Instructor will wait until the task is
complete until moving to the next step.
 The teacher will assign shoulder partners to do research on more economic and social
differences between North and South. One partner should look at the North, whilst
the other researches the South. Each student should come up with at least 10 points
for their assigned region. Students will have 15 minutes to research. The instructor
should walk through the classroom and ensure that each partner is contributing to
their research efforts.
 After having done research, shoulder partners will be instructed to share their
research with their shoulder partner, and fill out their Venn Diagrams with the
differences and similarities of the labeled regions. Students will be given the rest of
the class to fill out their Venn Diagrams and continue researching if they do not have
enough points in each bubble.
X. Differentiation
Students with need for accommodative work based on their needs will be instructed (one-on-
one verbal communication), may be assisted by the instructor personally, who will direct
them to reputable research sources, and possibly hand out a transcript of the video segment to
help them in their Venn Diagrams.
XI. Assessment
Students will be routinely assessed through their discussions, their collaboration, and any
questions asked or answered during the period.
Assignment assessment will be based on two parts, collaboration and completion. The
assignment will be 10 points, 5 points for collaboration (if the student was actively
researching and being a part of their team), and 5 points for filling out their Venn Diagram.
XII. Closure
With about three minutes left in class, the instructor will ask students to stop work on their
Venn Diagrams, and will pass out their Unit Essay Prompt with attached rubric, and explain
that the rough draft is due the following Monday.
“In a 12pt double-spaced, 3-page MLA Essay, students will research and explain three side-
effects, repercussions, or lasting changes made by the Civil War that are important to society
today. There should be an intro paragraph (including a thesis statement), 3-5 body
paragraphs, and a conclusion paragraph which summarizes the essay.”

XIII. Reflection
The teacher will reflect on the portions of the lesson which piqued the most interest, and how
students were assessed throughout the period. Ensuring that students are both enjoying the
lesson and following alone will help ensure that the final product, the research essay, will
receive the best effort.
Day 2

Lesson Title: Slavery in the West, Division in DC

Objective:

Students will write a short essay to correlate the polarization of the pre-Civil War Senate and
slavery in westward expansion in order to analyze how modern issues polarize today’s Senate.

Activities:

 Do Now: What complications might the entanglement of slavery and westward

expansion have politically?
 TPS Document Read
 Modern Issue Research
 Short Essay
 Exit Ticket: Why didn’t the Missouri compromise succeed, and why did the Kansas-
Nebraska act fail?

Assessment:

Short Essay comparing modern issue polarization to pre-Civil War Era senate

Exit Ticket: What are the economic advantages of moving westward?

Day 3

Teacher: Lukas Sheets Subject: AZ/US History Date: 3-12-18

PO 1: Explain the economic, social, and political causes of the Civil War:

a. economic and social differences between the North, South, and West

b. balance of power in the Senate (e.g., Missouri and 1850 Compromises)

Know
c. extension of slavery into the territories (e.g., Dred Scott Decision, the Kansas-Nebraska

Act)

d. role of abolitionists (e.g., Frederick Douglass and John Brown)

 e. debate over popular sovereignty/states’ rights

f. Presidential election of 1860

1. Students will construct a simple research outline with major events and facts regarding the
polarization of US politics in the mid-19th century
Show 2. Students will participate in a class-wide discussion about the Missouri Compromise, Kansas-
Nebraska Act, and be given the opportunity to ask clarifying questions.

Marzano Strategies:
Level of Thinking
Summarizing and Note Taking

Homework and Practice

How did popular sovereignty and state rights contribute to polarization in the nation, and how does this
Essential Question
correlate with the imbalance of Senate power?

Students will write a short essay to correlate the polarization of the pre-Civil War Senate

Lesson Objective and slavery in westward expansion in order to analyze how modern issues polarize

today’s Senate.

- Bellwork

- Essential Question

- Independent Research
Agenda
- Teacher/Class Discussion (clarifying student questions)

- Short Essay
C
L

n
e

e
s

- Closure

ENGAGE: How will I focus, prepare and engage students for the lesson’s objective? Differentiation
3
 Bellwork: Yesterday, we identified economic and social differences between the Learning Style

North and South. Today, we will be covering political differences. On a half sheet of

paper, describe some political differences in modern day Americans. Learning

Modalities:

TED-Ed Clip “How one piece of legislation divided a nation”:  Visual

 Auditory
https://www.youtube.com/watch?v=oWww0YIf-JE  Tactile
 Kinesthetic

While students are watching the video, the teacher will walk around and hand out a Multiple

paper with the essential question at the top. There are vocab words to be defined: Intelligences:

just under the essential question:  Linguistic

 Logical/Mat
Missouri Compromise hematical
 Spatial
Popular Sovereignty  Musical
 Bodily-
Kansas-Nebraska Act Kinesthetic
 Interpersona
Dred Scott Case/Decision l
 Intrapersona
. l

EXPLORE: In what ways will my learners attempt to explain or do what I have outlined? How

will I monitor and coach their performance?

Specific

Accommodation
Students will, using their chromebooks/personal laptops, begin researching independently about
s and
the essential question, as well as defining the vocab terms. These notes will become the
Modifications:
foundation of the short essay.
 Copy of the
notes
 Visual aids
After the note-taking period, students will be prompted to to define the vocab words aloud for the  Graphic
organizer
teacher, and then the teacher will will ask open the class for any student questions regarding the  Other:

topic. After all questions are answered (or 10 minutes of discussion), discussion will end,

beginning the essay portion.

EXPLAIN: How will I convey the knowledge and/or skills of the lesson? What will my students

be doing to process this information?

The teacher will walk around the classroom, and will help students find reputable

sources during their note-taking phase. This will reinforce students research skills, and

prompt them to continue seeking out reliable sources.

During discussion, the teacher will clarify any questions students may have regarding the

subject or their notes.

EXTEND: In what ways will my different learners attempt the objective on their own? How will

I gauge mastery?

The students will begin writing a short essay on the essential question, utilizing their

notes, and continued research, to effectively demonstrate their newfound knowledge of

the subject.

EVALUATE: How will I have students summarize what they’ve learned? How will I reinforce

the objective’s importance and its link to past and future learning? Will they have homework?

Students will demonstrate their knowledge in their completed short essay, which is 2-3 paragraphs

long, and to connect the objectives importance, they will do at-home research and write another

short essay, also 2-3 paragraphs long, about current/recent legislation and how it’s effects are

similar or different on the polarization of US Politics.

CLOSING: closing remarks, summary of what learned, announcements, reminders.

 HW: Wrap-Up Short

Exit Ticket: On the backside of your bellwork, write: Essay on 19th Century

US Politics and complete

3 things you learned today another Short Essay on

1 question you want to know Current US Politics

1 question you need to know (Total 4-6 paragraphs)

Day 4

Lesson Title: Leaders in Charge vs. Leaders in Change (continued)

Objective:

Students will produce a graphic organizer about military and civilian leaders in order to
synthesize a visual representation of learned information.

Activities:

 Do Now: Examine “Journey of a slave from the plantation to the battlefield”

Write/expand on the context of the image.
 Class Discussion
 Group research sharing, fill in remaining portions of graphic organizers

Assessment:

Exit Ticket: What surprised you about one of the leaders you learned about?

Day 5

Lesson Title: Technology and Resources

Objective:
Students will debate on their justification on whether technology or resources were more valuable
to either sides war effort in order to evaluate how the advancement of technology and accessibility
of resources affects modern countries in their conflicts.

Activities:

 Do Now: How does technology affect war today? Pick one technology and explain.
 Class Divide: Northern Technology vs Southern Resources
 Cross-Class Debate

Assessment:

Homework: Research Gettysburg

Exit Ticket: If Civil War broke out in America today, how would modern technology affect the

regions? Would it change the outcome of the war?

Day 6

Lesson Title: Turning Points

Objective:
Students will debate on their justification on whether technology or resources were more valuable
to either sides war effort in order to evaluate how the advancement of technology and accessibility
of resources affects modern countries in their conflicts.

Activities:

 Do Now: Define a ‘turning point’ and turn in Unit Essay rough draft
 Discussion/Lecture: Major turning points and Emancipation
 Groups of 4 research each individual turning point
 Class Padlet

Assessment:

Exit Ticket: Which turning point of the Civil War had the greatest impact, and why?
Day 7

Lesson Title: Civilians during and after the War

Objective:
Students will use supplied materials to identify the effects of the war on the civilian population
and the subsequent reconstruction plans, in order to know how the effects of war can linger in a
nation.

Activities:

 Do Now: How does war effect civilians in war-torn nations? How does it affect
American civilians during war-time?
 Civilian Life Documents
 Short Essay on civilian life during the war, making sure to mention the changes for
both women and slaves

Assessment:

Exit Ticket: With the abolition of slavery, what are some lingering effects you can predict during
the reconstruction?

Day 8

Lesson Title: Assassination of Lincoln

Objective:
Students will use documents to examine the assassination of President Lincoln, impeachment of
President Johnson, and the resistance to reconstruction from texts in order to analyze why or why
not the events were justified.

Activities:

 Do Now: What is a primary source document? Why are primary source documents
important for the study of history?
 First Order: Read ‘The Diary of Horatio Nelson Taft, April 14, 1865’
 Second Order: https://www.fords.org/lincolns-assassination/
 Third Order: Via internet links provided by the teacher or from the Library of
Congress
Assessment:

Exit Ticket: How reliable are Primary Sources? What about Secondary Sources? Why or why

not?

Day 9

Lesson Title: Reconstruction Amendments

Objective:
Students will examine the 13th, 14th, and 15th amendments and write a five-paragraph essay in
order to analyze how these amendments may affect Americans today.

Activities:

 Do Now: List as many amendments and what they entail (no electronics!)
 Research the 13th-15th Amendments, and their effects during reconstruction and into
today.
 Draft an outline, and write a 5 paragraph essay about the effects of these amendments
today (homework)

Assessment:

Exit Ticket: Come up with an amendment of your own and explain why it should be added to our

Constitution.

Day 10

Lesson Title: Review I

Objective:
Students will examine their resources and notes on the Unit and fill out a review guide in order to
prepare for the Unit Exam

Activities:
  Do Now: Hand in your finished Unit Essay and write what you liked and didn’t like
about this Unit
 Short discussion on the Unit, what was fun, what wasn’t, what can be improved, etc.
 Review Guide

Assessment:

Exit Ticket: What part of the Unit do you feel the need to review the most? What element of the

Unit is your strongest?

Day 11

Lesson Title: Review II

Objective:
Students will play Civil War & Reconstruction Jeopardy to finish their review guides in order to
reinforce the content of the Unit and prepare them for the Unit Exam.

Activities:

 Do Now: Without speaking, sort in a line on the wall by order of birth date.
 Jeopoardy

Assessment:

Exit Ticket: N/A

Day 12

Lesson Title: Exam

Objective:
Students will take a Unit Test to evaluate their understanding of the Civil War and Reconstruction
in order to evaluate their understanding of the subject.

Activities:

 Do Now: Prepare your space for the Unit Exam (personal computer), hand in review
packet, put away any notes.
  Unit Exam
 Receive your letter to self from Day 1

Assessment:

Exit Ticket: Pat yourself on the back for a Unit well done!
 Works Cited

Labaree, B., Jr. (2014, February 11). How one piece of legislation divided a nation. Retrieved
April 17, 2018, from https://www.youtube.com/watch?v=oWww0YIf-JE

Lincoln's Assassination. (n.d.). Retrieved April 17, 2018, from https://www.fords.org/lincolns-

assassination/

Stephens, H. L. (n.d.). Journey of a slave from the plantation to the battlefield. Retrieved April
17, 2018, from https://www.loc.gov/resource/ppmsca.05453/

L. (2017, April 27). US Economic History 4 - Economic Causes of the Civil War. Retrieved
April 17, 2018, from https://www.youtube.com/watch?v=cTCCIj8tOSI