Unit VIII : UNFINISHED UNITY - CIVIL WAR & RECONSTRUCTION
Following the in-depth study of the Causes of the Civil War in Unit 7, students will close U.S. History by exploring the nature of the Civil War and its aftermath during Reconstruction and beyond. Students will examine the relative advantages of the Union and the Confederacy during the war, along with key military confrontations that resulted in turning points. Students analyze and compare secondary and primary sources, such as Civil War letters, diaries, and photographs. Students then consider Reconstruction, the accomplishments of African Americans during the period, and reactions of the South to Reconstruction policies. Students will bring these issues into their own context by exploring how racism, segregation, and discrimination has persisted despite Reconstruction and the Civil Rights movement, and how the Confederacy and its beliefs are still alive today. Students will answer the inquiry arc question – Are we still fighting the Civil War?
BIG Ideas
- Although the Industrial North had many advantages at the beginning of the war, the South’s resources stretched the conflict to 4 years.
- Federal intervention and Reconstruction programs aimed to protect newly secured rights for free African Americans from 1865 until 1877 when the last federal soldiers withdrew.
- Modern problems in the United States can be traced to Reconstruction’s unresolved challenges to reunify a divided country, emancipate and assimilate formerly enslaved African Americans, and rebuild the Southern economy.
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 8.11.7 - 9.4 The Course of the War
8.12.2 - 10.1 Unity and Division / 10.2 Post World Society Complete the Student Assessments at the bottom of the Review Pages Below. |
Anchor Text
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CIVIL WAR READINGS
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RECONSTRUCTION READINGS
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Overarching Question: Are we still fighting the Civil War?
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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
8.11.7: Describe critical developments and events in the war, including locating on a map the major battles, geographical advantages and obstacles, technological advances, and General Lee’s surrender at Appomattox.8.12.2: List and describe the original aims of Reconstruction (e.g., to reunify the nation) and its effects on the political and social structures of different regions.
8.11.7: Describe critical developments and events in the war, including locating on a map the major battles, geographical advantages and obstacles, technological advances, and General Lee’s surrender at Appomattox.8.12.2: List and describe the original aims of Reconstruction (e.g., to reunify the nation) and its effects on the political and social structures of different regions.
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.
