WS/FCS
Unit Planning Organizer
Subject(s)
Grade/Course
Unit of Study
Unit Title
Pacing
Social Studies
8th grade
Civil War and Reconstruction
It Is Not All Happily Ever After: The Civil War
and Reconstruction
25 days
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Conceptual Lenses
War
Rights
Compromises
Power
Unit Overview
This unit will focus on the major conflicts of the US that led to the Civil War and its effects. The
strategies, advantages and disadvantages of the North and the South led to many changes and
decisions during the war. The importance of state’s rights and slavery led to debates and eventually
secession of the states and then war. How the war affected economy, government, population and
people will be discussed. As well as, how the US government decided on South’s reunion and
incorporation of African Americans into a free society.
Let’s Shake Hands:
United States at this point in history has gained new western territories which gave rise over the issue
of slavery. The government tried to resolve the debates with compromises while the South continue
to demand state rights and their need for slavery. The compromises only brought more conflict with
popular sovereignty, some states free some not, and violence breaking out in Kansas,
Divide:
Abraham Lincoln, a Republican, was elected in 1860 whose views were to stop the expansion of
slavery. Too bad, many southern states did not see even his name on the Presidential ballot. This
election was the last straw for the South and many states seceded to form the Confederate States of
America. North Carolina joined the newly formed country when Ft. Sumter was attacked due to
boundary issues because South Carolina was the first state to secede and they felt the fort was part
of the Confederacy.
And, Conquer! Or, Not:
The Civil War started with the Confederacy refusing to give up Ft. Sumter. Four slave states, called
the Border states, did not secede from the Union. The advantages of the North were their factories,
railroad and numbers. The South only had to defend and had experienced military leaders. Initially,
the South won several battles however their attempts failed when they decided to enter Northern
territory and realize the Anaconda Plan was literally squeezing out their communication and
resources. The North used technology/strategies like ironclads, ability to produce mass production of
weapons and their defeat of the East, West and Mississippi River. General Grant’s decisions of
surrounding the enemy and Sherman’s Total War as he marched to sea eventually wore down the
Southern troops and the surrender at Apppottmax marked the end of the war.
Help the North!
Many people contributed to the war effort or the general idea that slavery was wrong: The
Underground Railroad by Harriet Tubman who led hundreds of slaves to freedom, raids by slaves like
Nat Turner or abolitionists like John brown, Lincoln’s speech “Emancipation Proclamation”
proclaiming the end of slavery, The 54th Massachusetts Infantry who troops were freed African
Americans, anti-slavery literature like Uncle Tom’s Cabin, and those women who volunteered as
nurses like Clara Burton. These are just some examples of individuals who helped bring change to
the country by fighting against slavery or fighting the war.
Reverse, Reverse:
At the end of the war, the United States had to reunite the country and deal rights of African
Americans. Several plans were created to make southern states apologize or pay and create new
constitutions giving certain rights to African Americans. The 13th Amendment was the official end of
the slavery, the 14th Amendment provided citizenship opportunities to Africans and the 15 th
Amendment allowed them to vote. Eventually, the southern states agree to the rules of Congress
who sent troops to make sure they were playing nice. The South had to find ways to improve
economy without the use of slaves unfortunately it led to sharecropping, discrimination of African
Americans (black codes, disenfranchisement, Jim Crow, KKK) and the separate of equal slogan well
in the 20th century.
Unit Enduring Understanding(s)
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Unit Essential Question(s)
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Shifts in power can affect rights and
freedoms.
Limitations of compromises lead to war.
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How do changes in leadership impact
various groups after Reconstruction?
How and to what extent did the failures of
compromises over slavery and state rights
lead to the Civil War?
Essential State Standards
Priority Objectives
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8.H.2.1 Explain the impact of economic,
political, social and military conflicts on
development of NC and USA.
8.H.2.2 Summarize how leadership and
citizen actions influenced the outcome of key
conflicts in NC and USA.
Supporting Objectives
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8.H.3.2 Explain how changes brought about
by technology/ innovation affected individuals
and groups in NC and USA
8.G.1.1 Explain how location and place have
presented opportunities and challenges for
the movement of people, goods and ideas in
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8.H.2.3 Summarize the role of debate,
compromise, and negotiation during significant 
periods in history of NC and USA.
8.C&G.1.3 Analyze differing viewpoints on
the scope and power of state and national

governments.
8.C&G.2.3 Explain the impact of human and
civil rights issues throughout NC and USA.
“Unpacked” Concepts
(students need to know)
8.H.2.1

The impact of economic,
social and military conflicts on
development of NC and USA.
8.H.2.2
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How leadership and
citizen actions influenced the
outcome of key conflicts in NC
and USA.
8.H.2.3

The role of debate,
compromise and negotiation
during significant periods in
history of NC and USA.
8.C&G.1.3

The differing viewpoints
on the scope and power of state
and national governments.
8.C&G.2.3

The impact of human and
civil rights issues throughout
NC and USA.
NC and USA
8.C&G.1.1 Summarize democratic ideals
expressed in local, state and national
government
8.C.1.3 Summarize the contributions of
particular groups to the development of NC
and USA
COGNITION
“Unpacked” Skills
(RBT Level)
(students need to be able to do)
8.H.2.1
8.H.2.1
 Explain
 Understanding
8.H.2.2
 Summarize
8.H.2.2
 Understanding
8.H.2.3
 Summarize
8.H.2.3
 Understanding
8.C&G.1.3
 Analyze
8.C&G.1.3
 Analyzing
8.C&G.2.3
 Explain
8.C&G.2.3
 Understanding
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Essential Vocabulary
Secede
Emancipate
Section/sectionalism
Controversy
Strategy
Hostile
Progress/progression
Preserve/preservation
Discrimination
Racism
Segregation
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Enrichment Vocabulary
Subjugation
Nullify
Disenfranchise
Amnesty
Conscription
Enrichment Factual Content
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John Wilkes Booth
Governor Vance
Fort Fisher
H
Unit “Chunking”
& Enduring
Understandings
Let’s Shake Hands
Sectionalism can
emerge if conflicts
aren’t resolved.
Divide
The struggles between
two regions can create
hostile events and
separation.
Essential
Factual Content
G
Suggested Lesson
Essential Questions
C
E
C
&
G
- Compromises
*Missouri
Compromise of
1820
*Compromise of
1850
*Kansas-Nebraska
Act
- Bleeding Kansas
- Popular
Sovereignty
- Dred Scott
- States Rights
- Rights of Slaves
- Abraham Lincoln
- Secession
- Confederate States
of America
- Republican Party
- Fort Sumter
How did regions of the US
settle conflict over slavery?
2.1
2.3
2.1
2.3
What were the main
conditions of the
Compromise of 1850 and
how did it affect the US?
2.1
2.3
2.1
Why was the fugitive slave
act controversial?
2.2
2.3
What was the significance of
Dred Scott case?
2.2
3.3
What was the significance of
the Election of 1860?
Why did the Southern states
decide to secede?
1.1
1.4
2.3
2.3
1.3
1.3
2.2
2.3
2.3
1.3
2.1
2.3
1.1
What led to Fort Sumter and
what were the effects?
And, Conquer! Or,
Not
The combination of
strategies, advantages
and disadvantages
can determine the
results of war.
Help The North!
Individuals and/or
groups of people can
create change within a
conflict.
- Border States
- Sherman
- Lee
- Grant
- Cotton Diplomacy
- Stonewall Jackson
- Jefferson Davis
- Anaconda Plan
- Battles
* Ft. Sumter
* Antietam
* Gettysburg
* Manassas
* Sherman’s March
* Vicksburg,
* Ft. Fisher
* Appomattox
- Technology
* Ironclad
* Rifled Barrels
* Canisters
* Hollow-Shot
- Total War
- Clara Barton
- Frederick Douglas
th
- 54 Massachusetts
Infantry
- Gettysburg Address
- Emancipation
Proclamation
- Underground
Railroad
- Nat Turner
- Abolitionists
- Uncle Tom’s Cabin
- John Brown
- Harriet Beecher
Stowe
- Harriet Tubman
- Copperheads
Reverse, Reverse
Conflict often leads to
unintended
consequences.
- Reconstruction
- Martial law
- 10% plan
- Reconstruction Acts
- Andrew Johnson
- Freedmen’s Bureau
- Civil Rights Act of
1866
- Black Codes
- Carpetbaggers
2.1
2.2
2.3
2.1
1.2
Why were the border states
essential areas in the war?
2.1
1.1
What were the strategies of
the North and South and
how effective were they?
2.1
2.2
3.2
1.1
How did the advantages and
disadvantages of the North
and South change the
development and
progression of the war?
2.1
2.2
3.2
1.1
1.2
What led North Carolina to
secede and how did the
state impact the war?
What was the significance of
the new military technology
on the outcome of the war?
1.1
3.2
How did Lincoln’s views of
slavery and preservation of
the Union direct his
decisions as President?
2.2
3.3
How did African Americans
and women contribute to the
war efforts?
2.2
3.3
What were the goals of the
different Reconstruction
plans and what were the
immediate effects?
2.1
th
How effective were the 13 th
15 amendments at bringing
change to African
Americans?
1.1
2.3
1.1
1.3
2.3
1.3
1.1
1.4
2.1
2.3
1.1
1.3
- Scalawags
- Radical
Republicans
- KKK
- Disenfranchisement
*Poll Tax
*Literacy Tax
*Grandfather Clause
- Compromise of
1877
th
th
th
- 13 , 14 , & 15
Amendments
- Jim Crow Laws
- Sharecropping
- Plessy v. Ferguson
- Segregation
How was the economic class
structure changed by the
Civil War in the South?
2.1
How did legislation and
racism limit freedoms for
African Americans?
1.1
1.4
2.3
How did the outcomes of the
war differ from the initial
goals?
2.1
Sub Concepts
HISTORY
- Conflict
- Leadership
GEOGRAPHY
- Location
CIVICS &
GOVERNMENT
- Citizenship
- Freedom
ECONOMICS
- Resources
CULTURE
- Diversity
- Identity
Language Objective EXAMPLES
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Key Vocabulary LO: SWBAT define and explain the terms of secession, anaconda plan and
disenfranchisement.
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Language Functions LO: SWBAT explain how the 13th, 14th and 15th amendment created freedom
for African Americans on paper but not in real life.
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Language Skills LO: SWBAT read two passages about the limited freedoms of African Americans
after the war and identify the similarities and differences between the two. (Reading passages
should be chosen/modified in accordance with the LEP students’ zone of proximal development).
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Grammar and Language LO: SWBAT use comparatives in writing assignments (more than, less
than, greater, shorter, longer, etc.) by comparing battle results.
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Lesson Tasks LO: SWBAT read and summarize a passage about the Underground Railroad and
explain this summary to a group.
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Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer analyzing and
identifying the causes and effects of the Civil War based on strategy results. (The linguistic load will
vary from LEP student to LEP student. Level 1-2 LEP students may need a word bank or other
supplement to complete this activity using this strategy).
Historical Thinking and Geography Skill Resources
○ “Straight Ahead”
□“Uphill”
∆“Mountainous”
Historical Thinking
Democratic Ideals in documents
8.H.1.1 Construct charts, graphs & historical
8.C &G.1.2 Evaluate the degree to which
narratives to explain particular events or issues
democratic ideals are evident in historical
over time. (data)
documents from NC and the USA
8.H.1.2 Summarize the literal meaning of historical
documents in order to establish context.
8.H.1.3 Use primary and secondary sources to
interpret various historical perspectives.
Interactive Gettysburg Address transcript
Treasures of National Museum of American History
Abraham Lincoln on the union. Students will
examine Lincoln's three most famous
speeches—the Gettysburg Address and the
First and Second Inaugural Addresses—and
then trace its words on American’s democracy
and constitution.
US History Module Digital book. Students read
about the topic through narratives, primary and
secondary sources, then they complete
assignments. There are different levels so students
can have a choice or you choose for them based on
quiz results.
Read and analyze the Gettysburg Address with
different perspectives.
.
8.H.1.4 Use historical inquiry to evaluate the
validity of sources used to construct historical
narratives.
Early Threat of Secession. Students will use
Missouri Compromise of 1820 and Nullification
Crisis to understand geographic changes, more
division of North and South and purposes of such.
Students will create an interactive map, answer
questions based on primary sources and
opportunity for writing activities.
Battles of Gettysburg and Vicksburg and impact of
Total War. Objective: how these events led to a
Union victory. Students will review primary sources
to create travel brochure and diary entries.
Selected Civil War photographs
8.H.3.4 Compare historical and contemporary
issues to understand continuity and change in
development of NC & USA
National Underground Railroad Freedom Center
Effects of Slavery Today
General Unit Resources
○ “Straight Ahead”
□“Uphill”
∆ “Mountainous”
○
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□
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NC digital textbook: Civil War and Reconstruction
Comparing and Contrasting Confederate and Union soldiers with video, images and
other resources
The Massachusetts 54 regiment and their impact. Students will analyze SaintGaudens, Shaw and regiment importance
Life before the Civil War. This site gives students the opportunity to see how
America was before the war and then critically assess the impact.
Women’s lives before the Civil War
Civil War Currency Inflation Simulation
Slavery and the Making of America
Civil War quilt
Compare and Contrast the adv/dis of the North and South. Analyze the importance
of both strengthens and weaknesses.
Triple Venn diagram of 3 compromises (Missouri Compromise of 1820, KansasNebraska Act, and Compromise of 1850). The Call to Freedom book has a graphic
organizer showing the 3.
US History Module Digital book: Students read about the topic through narratives,
primary and secondary sources, then they complete assignments. There are
different levels so students can have a choice or you choose for them based on quiz
results.
Battles of Gettysburg and Vicksburg and impact of Total War: Objective: how these
events led to a Union victory. Students will review primary sources to create travel
brochure and diary entries
Who am I? This is an interactive mini lesson about influential people in the war.
A debate about slavery. Students will research a variety of information to gather
about slavery, conditions, extent and conflict of it. Students will have to use
information found for their arguments.
Compromise of 1850 mock hearings. Student are divided into groups, given 1 piece
of the compromise, discuss the good, bad and possible results. Rejoin the class,
have a discussion on each piece and then decide if the Compromise of 1850 was
necessary and include trade-offs.
Underground Railroad: Would You Have Helped?
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Trace the major battles of North and South with corresponding strategies, adv and
disadv. Create an analysis of the war using relevant decisions of the generals, plans
of attack and outcomes to determine should the North have won. What would have
had to change for the South to take victory
Fredrick Douglas and how his autobiography portrays slavery realistically and
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debunks myths.
Kansas-Nebraska Act, Popular Sovereignty and Polarization lesson: Students will
create an interactive map, collective data, debate and discuss findings.
Abraham Lincoln, 1860 election, and future American society: These activities
require students to explore slavery views of Republican party during 1860 election,
then contrast their views with Democratic and Constitutional Union Party.
Slavery’s opponents and defenders: Students will compare and contrast whether to
defend or oppose slavery through biographies, theories of other resources.
Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight
Ahead (less challenging for struggling readers), Uphill (having some challenging words and more
complex sentence structure that is appropriate for on-grade level readers), or Mountainous
(containing challenging vocabulary, complex sentences, and more abstract ideas).
Performance Assessments
Item #
Formative
Assessments
Task Description
1
2
3
Summative Assessment
4
Culminating
Task

Performance Task #1:
Scoring Guide for Performance Task #1
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient

Progressing
Student includes
of
the “Proficient” criteria in
written response.
Beginning
Student includes
of
the “Proficient” criteria in
written response.

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching
needed to correct misconceptions or reach understanding.
Performance Task #2:
Scoring Guide for Performance Task #2
Advanced
Student includes all of the
“Proficient” criteria PLUS
Proficient

Progressing
Beginning

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching
needed to correct misconceptions or reach understanding.
Performance Task #3:
Scoring Guide for Performance Task #3
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient
Progressing
Student includes
of the
“Proficient” criteria in written
response.
Beginning
Student includes
of
the “Proficient” criteria in
written response.

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
1. Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Reteaching needed to correct misconceptions or reach understanding.
Unit 2 Culminating Performance Task:
Scoring Guide for Culminating Performance Task:
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient

Progressing
Student includes
of the
required “Proficient” items
and has only minor issues
with the quality criteria in
written response.
Beginning
Student includes
the required “Proficient”
items and has multiple
issues with the quality
criteria in written response.
Unit Reflection
What didn’t work well?
What worked well?
Suggestions for Change