Lenape Regional High School District – BOE Approved 2/15/12
U.S. History I
2012-2013
Bernard Boggs; [email protected]; ext. 8337 Anthony Gallo; [email protected]; ext. 2228 James Baker; [email protected]; ext. 8319 Karen O‟Neil; [email protected]; ext. 8221
Unit # 5: Civil War and Reconstruction (1850-1877)
Stage 1 – Desired Results
Established Goals
2009 NJCCC Standard(s), Strand(s)/CPI #
(http://www.nj.gov/education/cccs/2009/final.htm)
6.1.12.A.4.a
Analyze the ways in which prevailing attitudes, socioeconomic factors, and
government actions (i.e., the Fugitive Slave Act and Dred Scott Decision) in the
North and South (i.e., Secession) led to the Civil War.
6.1.12.A.4.b
Analyze how ideas found in key documents (i.e., the Declaration of Independence,
the Seneca Falls Declaration of Sentiments and Resolution, the Emancipation
Proclamation, and the Gettysburg Address) contributed to demanding equality for
all.
6.1.12.A.4.c
Evaluate how political and military leadership affected the outcome of the Civil
War.
6.1.12.A.4.d
Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining
citizenship and equality for African Americans.
6.1.12.B.4.a
Use maps and primary sources to assess the impact that geography, improved
military strategies, and new modes of transportation had on the outcome of the
Civil War.
6.1.12.B.4.b
Analyze the impact of population shifts and migration patterns during the
Reconstruction period.
st
21 Century Themes
( www.21stcenturyskills.org )
_x__ Global Awareness
_x__Financial, Economic, Business and
Entrepreneurial Literacy
_x__Civic Literacy
___Health Literacy
___Environmental Literacy
st
21 Century Skills
Learning and Innovation Skills:
_x__Creativity and Innovation
_x__Critical Thinking and Problem Solving
_x__Communication and Collaboration
Information, Media and Technology Skills:
_x__Information Literacy
_x__Media Literacy
_x__ICT (Information, Communications and
Technology) Literacy
Life and Career Skills:
_x__Flexibility and Adaptability
_x__Initiative and Self-Direction
_x__Social and Cross-Cultural Skills
_x__Productivity and Accountability
_x__Leadership and Responsibility
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
6.1.12.C.4.a
Assess the role that economics played in enabling the North and South to wage
war.
6.1.12.C.4.b
Compare and contrast the immediate and long-term effects of the Civil War on the
economies of the North and South.
6.1.12.C.4.c
Explain why the Civil War was more costly to America than previous conflicts were.
6.1.12.D.4.a
Compare and contrast the roles of African Americans who lived in Union and
Confederate states during the Civil War.
6.1.12.D.4.b
Compare and contrast the impact of the American Civil War and the impact of a
past or current civil war in another country in terms of the consequences for
people‟s lives and work.
6.1.12.D.4.c
Analyze the debate about how to reunite the country, and determine the extent to
which enacted Reconstruction policies achieved their goals.
6.1.12.D.4.d
Relate conflicting political, economic, social, and sectional perspectives on
Reconstruction to the resistance of some Southern individuals and states.
6.1.12.D.4.e
Analyze the impact of the Civil War and the 14th Amendment on the development
of the country and on the relationship between the national and state governments.
Enduring Understandings:
Students will understand that . . .
Essential Questions:
EU 1
Conflict is a result of a perceived need for political, economic, or social
change by a population.
EU 1
EU 2
Political, economic, and social influences may cause population shifts.
How did the political climate create a divide that could not be
resolved by political debate and compromise?
How does the Constitution reflect the issues of the war and its
aftermath?
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
EU 3
Political, economic, and social differences shape culture.
EU 4
Technology has impacted society in both helpful and harmful ways.
EU 5
The outcome of war is dependent upon many factors, including military
techniques and strategies as well as political, economic, and social
influences.
EU 6
Reconstruction following a war involves political, social, environmental,
and economic factors.
EU 2
How can political, economic, and social influences cause
population shifts?
EU 3
How did the political causes of the war continue to plague the
nation after its conclusion?
EU 4
How did technology impact the war?
EU 5
How did political and military decisions contribute to the
successes and failures during this war?
How did “total war” impact citizens in their social, economic and
political status?
EU 6
How do you reconstruct a nation after war has ended?
Was the nation truly “reconstructed” during the time period of
Reconstruction?
th
th
th
How did the 13 , 14 , and 15 Amendments change life for
African-Americans living in the United States?
th
th
th
Did the 13 , 14 , and 15 Amendments accomplish what they
were supposed to?
Knowledge:
Students will know . . .
The events that led to the secession of the Southern states from
the Union and the formation of the Confederate States of America
(EU 1)
The key military/political figures influential in the war (EU 5)
The war strategies and tactics used by the North and the South
and how they influenced the outcome of the war (EU 5)
The advantages/disadvantages of the North and the South during
Skills:
Students will be able to . . .
EU 1, EU 2, EU 3, EU 4, EU 5, EU 6
Read and analyze primary source documents to determine
different points of view
Draw inferences from factual material
Recognize and interpret different points of view
Detect bias in data presented in various forms
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
the war (EU 5)
The effects of the “Total War” concept on the war and on the
Southern economy and culture (EU 5)
The ways in which the war affected those on the home front and
how resources were mobilized for the war (EU 3, EU 4, EU 5)
Key documents that influenced the movement towards equality for
all citizens (EU 1)
The ways in which African-Americans contributed to the war effort
in both the North and the South (EU 1, EU 5)
The politics of Reconstruction and how they affected different
sections of the country (EU 2, EU 3, EU 6)
The different Reconstruction plans put forth by political leaders
(EU 1, EU 3, EU 6)
The changes to social, economic, political structure following the
Civil War (EU 3, EU 6)
th
th
th
The impact of the 13 , 14 , and 15 Amendments (EU 6)
Ways in which Southerners resisted change (EU 6)
Compare and contrast the credibility of differing ideas, elements
or accounts
Test the validity of the information, using criteria as source,
objectivity, technical correctness, and currency
Interpret maps to illustrate how geography played a role in
military strategy
Stage 2 – Assessment Evidence
Recommended Performance Tasks: Each unit must have at least 1 Performance Task. Consider the GRASPS form.
Students will write an op-ed newspaper article on the topic “When is a war a „just war‟?” In the piece, students will consider the various effects
that war has on society, economics, and politics, using current and past examples of conflicts studied to defend their position.
Students will act as a journalist that is covering an area of the world today that has recently undergone a reconstruction of their government.
(Either through war or peaceful means) Students will research the differences between the old government and the new and determining
whether or not the goals of reconstruction were achieved. As a journalist, students will create a podcast reporting on the background of the
situation, the goals of reconstruction, and whether those goals were achieved.
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
Other Recommended Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc.
Essays
DBQ
Tests (Standard and Authentic)
Presentations
Research Projects
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
Stage 3 – Learning Plan
Suggested Learning Activities to Include Differentiated Instruction and Interdisciplinary Connections: Consider the WHERETO elements.
Each learning activity listed must be accompanied by a learning goal of A= Acquiring basic knowledge and skills, M= Making meaning and/or a T=
Transfer.
Students will be creating a virtual timeline representing the divisive sectional issues of the 1850's in U.S. history. This activity may follow a
class lecture on the issues leading to the Civil War. Teachers may wish to spend a class period demonstrating the technology to be utilized,
through a student who understands the technology to be used if possible. Students will spend one to two class periods researching their topic
in the media center, using the databases available to them. Once the research has been completed, students will create a visual representation
of their topic to be included in the virtual timeline using a movie making program. The students will present their finished projects to the class.
That night, students will be expected to visit a host site to view all of the videos for a second time, after videos have been posted by the
teacher. They will vote for their favorite video, and they will evaluate the videos and each event's impact on North-South relations leading to the
Civil War in the form of an essay. (A)
Students will read primary source documents about the reactions to Uncle Tom‟s Cabin, Bleeding Kansas, the Beating of Charles Sumner, the
Dred Scott Decision, the Lincoln-Douglas Debates, and the Election of 1860. After reading the documents, students will prepare a timeline of
changing feelings in our nation, paying particular attention to the growing tension. (A)
Students will examine current issues that might potentially foster a secessionist movement, looking at what political issues might launch a
division in government. Students will discuss any recent events that showcase such happenings. (M)
During the Civil War, Abraham Lincoln suspended the right of habeas corpus. In the aftermath of 9/11, the U.S. government passed several
new laws to provide for national security known as the Patriot Act. Students will research further into civil liberties issues raised since 9/11 and
will answer the question “Is the Patriot Act constitutional?” Students must defend their opinion using primary sources. (M)
Students will create a chart of the key battles of the Civil War. (A)
Students will read and analyze key primary source documents about the end of the war and Lincoln‟s assassination, comparing/contrasting the
views of the North, South, and the West. (A)
Student will act as journalists reporting on key years during Reconstruction. Using primary and secondary sources, groups will present a news
report with interviews, topical reports, and cultural developments. (A)
Students will research the changes that occurred as a result of the Civil War, focusing on medical, industrial, weaponry, professional and
education advancements. Students will illustrate the evolution of the selected topic through an original presentation. (A)
Students will research an area that has needed to recover from natural/man-made disaster and list the ways in which the people of that area
rebuilt their community looking at what resources were needed to accomplish this feat. (M)
LRHSD (2011) Adapted from ASCD © 2004