Unit VII : CRISIS AND COMPROMISE: ANTEBELLUM AMERICA
Students study the causes and consequences of reform movements during the early to mid-nineteenth century, including: women’s suffrage and abolitionism. Students review the history of American slavery, focusing deeply on the facets of nineteenth century slavery in the United States. They analyze and compare the lives of the enslaved with the lives of freedmen and determine causes for the expansion of both abolitionist and pro-slavery movements. Asking What is our moral obligation in times of great crisis, students examine how reformers chose to act for social justice and the impacts of different types of action, especially in regard to slavery and abolition during the antebellum years. Students participate in a Paideia seminar on John Brown in Cornerstone 4. Culminating with an argumentative essay addressing the compelling question, students will then take authentic informed action by writing their own protest songs for how they intend to fulfill their moral obligation in times of great crisis to be performed publicly at a city-wide Cornerstone showcase event.
BIG Ideas
- As Americans start to embrace the political power of individual action, social change in the United States begins to take shape.
- In response to the steady stream of immigration, the definition of American citizenship begins to evolve.
- Individuals both for and against the institution of slavery produced bodies of work to rally people for their cause.
- Disagreements between the North and the South, especially over the issue of slavery, led to escalating tensions within the country.
- The nation's unresolved stance on slavery began at the founding of the country and continues to be felt until this day.
LEARNING EXPECTATIONS
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5 Themes of Geography Lesson/Cornell Notes
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If you want to download the powerpoint click here or go to WH additional resources
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Use the resources below and the video to help you answer the Supporting and Compelling Questions. These resources are here to help clarify any questions you may have. As you review the video and documents keep in mind to think about how the concept of ISPICE has led the United States up to this point and how "perspectives" will cause changes in the United States.
Remember if you have any questions write them down along with the resource you researched and we will discuss your question in class.
Remember if you have any questions write them down along with the resource you researched and we will discuss your question in class.
TEXT TO HELP ANSWER THE LEARNING EXPECTATIONS
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Online Discovery Techbook
Take notes and watch the videos at the bottom of the page for more clarification 8.7.8 - 8.3 Reform Movements
8.10.3 - 8.3 Reform Movements / 9.2 Regional Differences / 9.3 Road to Disunion 8.8.4 - 8.3 Reform Movements / 9.1 Slave Life and Culture 8.10.5 / 8.11.2 - 9.3 Road to Disunion Complete the Student Assessments at the bottom of the Review Pages Below. |
Anchor Text
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WOMEN'S SUFFRAGE MOVEMENT RESOURCES
WOMEN'S SUFFRAGE MOVEMENT PRIMARY AND SECONDARY DOCUMENTS
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ABOLITIONIST AND SLAVERY MOVEMENT RESOURCES
ABOLITIONIST AND SLAVERY PRIMARY AND SECONDARY RESOURCES
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Overarching Question: Does progress help everyone?
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Disciplinary Concept & Tools-I
How can I use historical thinking to understand the world in which I live? |
Disciplinary Concept & Tools-II
Are historical events ever inevitable? |
Social Studies Content Standards:
EXPECTATION: Using historical thinking and processing skills, have students demonstrate an understanding of the political, social, and cultural aspects of Africa Eurasia and American empires and societies as well as the impact of the interaction between cultures prior to 1300.
Indicators and Objectives: 1.A.1 (a-d); 1.B.1 (a-e); 1.C.1 (a-c); 1.C.2 (a-c); 1.D.1 (a-c); 1.D.2 (a-b); 1.E.1 (a-e)
1.A.1 Describe the reasons to study history and the importance of keeping an active, inquiring, multi-perspective attitude.
1.B.1 Describe the beliefs of and impacts of select world religions on world history prior to 1300.
Historical Thinking Skills:
• Draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries. (U1LC, U1LD), R7
• Use timelines, bar graphs, pie graphs, charts, and historical maps to evaluate historical data and recognize historical trends. (U1LB, U1LE), R25 R26, R27 R28
• Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge. (U1LE), R11
• Use geographic tools to locate places and describe the human and physical characteristics in the region. (U1LE), R31, xxvi-xxxiii.
MCCR Standards:
RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
EXPECTATION: Using historical thinking and processing skills, have students demonstrate an understanding of the political, social, and cultural aspects of Africa Eurasia and American empires and societies as well as the impact of the interaction between cultures prior to 1300.
Indicators and Objectives: 1.A.1 (a-d); 1.B.1 (a-e); 1.C.1 (a-c); 1.C.2 (a-c); 1.D.1 (a-c); 1.D.2 (a-b); 1.E.1 (a-e)
1.A.1 Describe the reasons to study history and the importance of keeping an active, inquiring, multi-perspective attitude.
1.B.1 Describe the beliefs of and impacts of select world religions on world history prior to 1300.
Historical Thinking Skills:
• Draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries. (U1LC, U1LD), R7
• Use timelines, bar graphs, pie graphs, charts, and historical maps to evaluate historical data and recognize historical trends. (U1LB, U1LE), R25 R26, R27 R28
• Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge. (U1LE), R11
• Use geographic tools to locate places and describe the human and physical characteristics in the region. (U1LE), R31, xxvi-xxxiii.
MCCR Standards:
RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
DC Content Power Standards
8.7.8: Explain the women’s suffrage movement. (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Sojourner Truth, Maria Stewart, Margaret Fuller, Lucretia Mott, and Susan B. Anthony).8.10.3: Identify the various leaders of the abolitionist movement (e.g., John Quincy Adams, his proposed constitutional amendment and the Amistad case; John Brown and the armed resistance; Harriet Tubman and the Underground Railroad; Theodore Weld, crusader for freedom; William Lloyd Garrison and The Liberator; Frederick Douglass and the Slave Narratives; Martin Delany and The Emigration Cause; and Sojourner Truth and “Ain’t I a Woman”).
8.8.4: Trace the development of slavery; its effects on black Americans and on the region’s political, social, religious, economic, and cultural development; and the strategies that were tried to both overturn and preserve it.
8.10.5: Analyze the significance of the States’ Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay’s role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v. Sanford decision (1857), and the Lincoln-Douglas debates (1858).
8.11.2: Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen, such as Daniel Webster and John C. Calhoun
8.7.8: Explain the women’s suffrage movement. (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Sojourner Truth, Maria Stewart, Margaret Fuller, Lucretia Mott, and Susan B. Anthony).8.10.3: Identify the various leaders of the abolitionist movement (e.g., John Quincy Adams, his proposed constitutional amendment and the Amistad case; John Brown and the armed resistance; Harriet Tubman and the Underground Railroad; Theodore Weld, crusader for freedom; William Lloyd Garrison and The Liberator; Frederick Douglass and the Slave Narratives; Martin Delany and The Emigration Cause; and Sojourner Truth and “Ain’t I a Woman”).
8.8.4: Trace the development of slavery; its effects on black Americans and on the region’s political, social, religious, economic, and cultural development; and the strategies that were tried to both overturn and preserve it.
8.10.5: Analyze the significance of the States’ Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay’s role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v. Sanford decision (1857), and the Lincoln-Douglas debates (1858).
8.11.2: Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen, such as Daniel Webster and John C. Calhoun
C3 Framework Indicators and Common Core Literacy Standards
D2.Geo.8: Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D2.His.1: Analyze connections among events and developments in broader historical contexts.
D2.His.5: Explain how and why perspectives of people have changed over time.
D4.2: Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
WH.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
D2.Geo.8: Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D2.His.1: Analyze connections among events and developments in broader historical contexts.
D2.His.5: Explain how and why perspectives of people have changed over time.
D4.2: Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
WH.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
