Navigating Your Curriculum with Consensus Maps
Essential Question: US History II Quarter 1
Why do people think slavery was the primary cause of the Civil War?
LEARNING SUMMARY:
How would you answer this question? What are the main ideas, arguments, or points?
Note: Are various perspectives represented?
Group 1
 Historical origins of slavery
 Economic factors
 Rise of abolition movements
 Civil War causes: economic, social, cultural, religious, political
 Success of Reconstruction?
Group II
 It’s how it is taught
 Winners write history
 Lincoln said “you can’t live half slave and half free”
 Economy of the South was built on slavery
 Slogan was used to build enthusiasm to fight
STUDENT LEARNING OUTCOMES:
What do students need to know to arrive at the conclusion of your answer above?
Note: Have you considered skills as well as knowledge? Are multiple sources and types of
information included?
Group I
 Increase of slavery in American colonies
 Economic impact of triangular slave trade
 Geographic factors impacting need or demand for labor
 Tariffs – trade
 Slavery takes how incrementally in N. America (100 years)
 Impact of revolution of slavery
 Reform movements
 West expansion
 Causes of Civil War
Group II
 Developing regional split – ECONOMY
 Dredd Scott, Kansas-Nebraska Act
 Lincoln’s speeches – analyze
 Gettysburg Address, 2nd Inaugural
 Emancipation Proclamation
 13th Amendment
 Outside reading
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GUIDING QUESTIONS:
What are some guiding questions that, once answered, can scaffold learning and lead students to
eventually answer the essential question more completely?
Note: do the question require students to construct an answer rather than find the answer?
Group I
 What was the economic impact of slavery and the triangle slave trade?
 Describe the geographic and climate factors impacting the development of slavery North &
south.
 How did the reform movement of the Second Great Awakening impact slavery?
Group II
 How did Expansionism and acquisition of territory become a cause of Civil War?
 How did Sectionalism fit in with slavery?
 How did the Compromise of 1820, 1850 lead us to believe that slavery was a cause of the Civil
War?
STUDENT PREREQUISITS KNOWLEDGE:
What previous topics, concepts, content, and/or skills (not directly associated with this EQ) have you
taught, or could you teach, before engaging students in this EQ and that they can draw on to
contribute to their answer of this EQ?”
Note: What are the connections?
Group I
 Have students contextualize slavery in ways relevant to their lives
 Compare value of slaves
 Day in the life
Group II
 Primary Sources
o Declaration of Independence
o Constitution
STUDENT MISCONCEPTIONS:
What might be some common misconceptions students may have about any of the topics you
identified?
Note: Have you considered students of various backgrounds and experiences?
Group I
 Use of words, terms, evolution of vocabulary
 Oversimplifying cause of civil war=slavery
 Stereotypes
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Group II
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Lack of background
Complex issues to be discussed
Ancestors still believe in Southern ideals
Wars in own countries
Lack of understanding a language
Why does it matter today?
ENGAGING STUDENTS:
What are some activities and strategies that can help students develop their critical thinking skills?
Note: Not sage on the stage, not drill and kill, not memorizing factoids.
Group I
 Primary documents
 Film clips
 Day in Life
 Socratic Circls
 Reading strategies
Group II
 Pre and post test of essential questions
 Role play
 Primary sources
 Analyze maps
 Debates on J. Brown
 Population – 100 people – sit down and show how many killed
 Bloody Kansas
Concepts/Content Connections:
What concepts/content are covered by exploring this essential questions?
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Declaration of Independence – importance that all remain free
Articles of Confederation – didn’t work; need separation of power
Constitution – teach throughout
Political parties – Lincoln Douglas Debates
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