Standards (Content Area)
AH1. H.1.2: Use Historical Comprehension to:
1. Differentiate between historical facts and historical interpretations.
2. Analyze visual, literary, and musical sources.
3. Analyze cause-and-effect relationships and multiple causation.
AH1.H.1.3: Use Historical Analysis and Interpretations to:
1. Identify issues and problems in the past.
2. Consider multiple perspectives of various peoples in the past.
3. Analyze cause-and-effect relationships and multiple causation.
4. Evaluate competing historical narratives and debates among historians.
5. Evaluate the influence of the past on contemporary issues.
AH1.H.1.4: Use Historical Research to:
1. Formulate historical questions.
2. Obtain historical data from a variety of sources.
3. Support interpretations with historical evidence.
4. Construct analytical essays using historical evidence to support arguments.
AH1.H.2.1: Analyze key political, economic, and social turning points from colonization through Reconstruction in terms of causes and effects.
AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact.
AH1.H.4.1: Analyze the political issues and conflicts that impacted the United States through Reconstruction in terms of their lasting impact.
AH1.H.4.3: Analyze the social and religious conflicts, movements and reforms that affected the United States from colonization through Reconstruction in terms of participants, strategies, opposition, and results.
AH1.H.4.4: Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted.
AH1.H.5.1: Summarize how the philosophical, ideological, and/or religious views on freedom and equality contributed to the development of American political and economic systems through Reconstruction (e.g., natural rights, First Great Awakening, Declaration of Independence, transcendentalism, suffrage, abolition, "slavery as a peculiar institution", etc).
AH1.H.5.2: Explain how judicial, legislative, and executive actions have affected the distribution of power between levels of government from colonization through Reconstruction.
AH1.H.6.2: Explain the reasons for involvement in wars prior to Reconstruction and the influence each involvement had on international affairs.
Standards (Technology)
HS.TT.1.1: Use appropriate technology tools and other resources to access information (multi-database search engines, online primary resources, virtual interviews with content experts).
HS.SE.1.1: Analyze ethical issues and practices related to copyright, not plagiarizing, and netiquette.
HS.SI.1.1: Evaluate resources for reliability. (Reliability can be determined by currency, credibility, authority, etc. depending on the curriculum topic).
HS.SI.1.3: Evaluate content for relevance to the assigned task.
AH1. H.1.2: Use Historical Comprehension to:
1. Differentiate between historical facts and historical interpretations.
2. Analyze visual, literary, and musical sources.
3. Analyze cause-and-effect relationships and multiple causation.
AH1.H.1.3: Use Historical Analysis and Interpretations to:
1. Identify issues and problems in the past.
2. Consider multiple perspectives of various peoples in the past.
3. Analyze cause-and-effect relationships and multiple causation.
4. Evaluate competing historical narratives and debates among historians.
5. Evaluate the influence of the past on contemporary issues.
AH1.H.1.4: Use Historical Research to:
1. Formulate historical questions.
2. Obtain historical data from a variety of sources.
3. Support interpretations with historical evidence.
4. Construct analytical essays using historical evidence to support arguments.
AH1.H.2.1: Analyze key political, economic, and social turning points from colonization through Reconstruction in terms of causes and effects.
AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact.
AH1.H.4.1: Analyze the political issues and conflicts that impacted the United States through Reconstruction in terms of their lasting impact.
AH1.H.4.3: Analyze the social and religious conflicts, movements and reforms that affected the United States from colonization through Reconstruction in terms of participants, strategies, opposition, and results.
AH1.H.4.4: Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted.
AH1.H.5.1: Summarize how the philosophical, ideological, and/or religious views on freedom and equality contributed to the development of American political and economic systems through Reconstruction (e.g., natural rights, First Great Awakening, Declaration of Independence, transcendentalism, suffrage, abolition, "slavery as a peculiar institution", etc).
AH1.H.5.2: Explain how judicial, legislative, and executive actions have affected the distribution of power between levels of government from colonization through Reconstruction.
AH1.H.6.2: Explain the reasons for involvement in wars prior to Reconstruction and the influence each involvement had on international affairs.
Standards (Technology)
HS.TT.1.1: Use appropriate technology tools and other resources to access information (multi-database search engines, online primary resources, virtual interviews with content experts).
HS.SE.1.1: Analyze ethical issues and practices related to copyright, not plagiarizing, and netiquette.
HS.SI.1.1: Evaluate resources for reliability. (Reliability can be determined by currency, credibility, authority, etc. depending on the curriculum topic).
HS.SI.1.3: Evaluate content for relevance to the assigned task.
Unit Goals
1. The students will begin to think critically about what caused the Civil War.
2. The students will be able to compare and contrast the Civil War to a modern day secession event.
3. The students will understand why studying the Civil War is important.
1. The students will begin to think critically about what caused the Civil War.
2. The students will be able to compare and contrast the Civil War to a modern day secession event.
3. The students will understand why studying the Civil War is important.
Unit Objectives
3. When asked to explain a pre Civil War map and the annexation of states 1846-1860, the students will be able to summarize the effects of territorial expansion on the debate over slavery. 4. When asked about the political policies that were instated pre Civil War, student will be able to analyze how the Compromise of 1850 fueled the Union's crisis. 5. When asked about the politics and policies pre Civil War, students will be able to explain how political tensions resulted in violence. 6. When asked about pre Civil War slavery, students will be able to explain how the issue of slavery led to political divisions. 7. When asked to explain the causes of secession, the students will be able to identify the events that brought the nation to the breaking point. 8. When asked to explain the secession that triggered the Civil War, students will be able to describe the reasons for, and responses to, the secession of seven Southern states. |
Unit Assessments
3. Students will complete a worksheet on the various policies on territorial expansion that will not only show their understanding of such policies, but also show that they understand what life was like in the 1850s. 4. Students will complete a worksheet that analyzes the Compromise of 1850. Students will have to show an understanding of the compromise and also be able to show an understanding of how the compromise affected individuals. 5. Students will be able to show an understanding of political tensions resulting in violence when they answer the essay was John Brown a Murderer or a Hero and also when they debate on that subject, along with the Brooks-Sumner Affair. 6. Students will complete a debate on the Dred Scot case and will also complete essays and worksheets on territorial expansion and will demonstrate a knowledge of how territorial expansion relates to slavery. 7. Students will conduct an activity and essay in which they look at the meaning of secession and must demonstrate that they know what caused the secession in the Civil War. 8. Students will conduct an activity and essay in which they look at the meaning of secession and must demonstrate that they know what caused the secession crisis in the Civil War through their debate and essays. |