Download Week 2 March 21

FRAME THE LESSON
TEACHER:
CLASS: 8th Grade
DATE: March 14-15
M T W TH F
Division and Outbreak of War
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
1A: identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration
of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early
republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe
their causes and effects
1C: explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the
Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana
Purchase; and 1861-1865, Civil War
8A: explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E.
Lee, and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar
Resources/Materials:
U.S. History Textbook
Colonization through
Reconstruction
(p. 510-520)
Interactive Reading
Notepad (p. 510)
Online Editable
Presentation (p. 510)
Online Start Up
Activity (p. 510)
Analyze Maps
(p. 511)
8B: explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and significant events of the Civil War,
including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the announcement of the Emancipation
Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln
8C: analyze Abraham Lincoln's ideas about liberty, equality, union, and government as contained in his first and second inaugural
addresses and the Gettysburg Address and contrast them with the ideas contained in Jefferson Davis's inaugural address
12D: analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S.
history
17B: explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War
22A: analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John
Marshall, and Abraham Lincoln
Objective/Key Understanding:

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
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
Identify how the 1860 election reflected sectional differences.
Explain why southern stated seceded from the Union following the election of 1860.
Identify how the Civil Was began in 1861.
Describe the strengths and weaknesses of the North and South as the war began.
Identify the leaders of each side of the war.
Analyze Maps
(p. 516)
Interactive Map:
Strengths and
Weaknesses in the
North and South, 1860
(p. 517)
Analyze Charts
(p. 518)
Analyze Images
(p. 495)
Interactive Chart:
Abraham Lincoln and
Jefferson Davis
(p. 519)
Digital Activity: The
North and South At
War (p. 520)
Digital Lesson Quiz:
(p. 520)
Introduce Vocabulary Activity (p. 510)
Unamendable
border state
martial law
Robert E. Lee
Jefferson Davis
Informal Assessment Questions 1-5 (p. 520)



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Why did Senator Crittenden’s proposed compromise receive little support?
Why did Lincoln make a point of telling the governor of South Carolina that he was sending food, but not troops or arms, to Fort Sumner?
What motivated the South to fight in the Civil War?
Summarize the principal disadvantages the North faced in fighting the Civil War.
How did Davis’s reluctance to serve as President of the Confederacy affect
his leadership?
Critical Writing Prompt:
Stop & Check for Understanding—High Level Questions






How did the split in the Democratic Party in the 1860 election reflect the split in the country?
Compare and contrast the views of southerners and President Lincoln on the issues of state sovereignty and the right to secede from the Union.
Summarize Lincoln’s dilemma over southern states taking control of the federal property.
Why were both the North and South trying to attract slave states outside the Confederacy to join the cause?
Summarize how a weak economy and weak industry can be problematic during wartime.
What advantages in leadership did the South have over the North?
Small Group Purposeful Talk Question Stems
Abraham Lincoln and the Election of 1860 (p. 511)
 How did the division in the election reflect the intensity of sectionalism as a cause of the Civil War?
The Nation Moves Toward Civil War (p. 512-513)
 Why did the southerners believe that Lincoln’s election was not in their best interest?
 Identify attempts made to resolve the growing conflict between northerners and southerners?
War Breaks Out (p. 513-516)
 How did Lincoln’s ideas about the Union is his first inaugural address conflict with Davis’s ideas about states’ rights in his address?
 Contrast Lincoln’s views on government from their first inaugural addresses.
 Why did the firing on Fort Sumter mark the start of the Civil War?
 Would the war have happened had the Confederacy not fired on Fort Sumter? Explain.
Taking Sides (p. 516-517)
 What was the objective of the Union in the Civil War? What was the objective of the Confederacy? Explain which of the two sides had the more difficult task, and why?
 How did the economic differences among different regions in the United States complicate the objective of the Union and the Confederacy?
 How would the differences in economics and objectives become manifest in the effects of the Civil War on each region of the country?
Strengths and Weaknesses of the North and South (p. 517-519)
 Compare and contrast the strengths and weaknesses of both the North and South.
 How did the strengths of each side assist them during the war?
 How did the weaknesses of each side affect them during the war?
The Leadership Roles of Lincoln and Davis (p. 519-520)
 How do ideas in Lincoln’s Inaugural Address reflect his role as President of the United States?
 How do ideas in Davis’s Inaugural Address reflect his role as president of the Confederacy
 How did the Civil War reflect the differences about liberty and equality expressed in the Inaugural Address given by Lincoln and Davis?
Online Resources, Analyzing Maps and Charts & Digital Activity
Interactive Reading Notepad (p. 510)
You may also use the questions found in the Interactive Reading Notepad (p. 510) for this lesson to guide your class discussion.
Online Editable Presentation (p. 510)
Use the Online Editable Presentation (p. 510) found on the Digital Course to present the main ideas for this lesson.
Online Start Up Activity (p. 510)
You can project the Start Up Activity from the course.
Analyze Maps (p. 511)
Review the map on page 511. How did the electoral vote reflect sectional divisions?
Analyze Maps (p. 516)
Review the map on page 516. Based on the information in the map, Choosing Sides, approximately what percentage of the Union states were slave states during the
Civil War?
Interactive Map: Strengths and Weaknesses in the North and South, 1860 (p. 517)
Project the Interactive Map: Strengths and Weaknesses in the North and South, 1860 (p. 517) and drag and drop resources to contrast the economic differences among
different regions in the United States.
Analyze Charts (p. 518)
Review the chart, Economic Development in the North and South, on page 518.
 Based on the information in the graphs, what advantages did the North have over the South at the start of the Civil War
Interactive Chart: Abraham Lincoln and Jefferson Davis (p. 519)
Project the Interactive Chart: Abraham Lincoln and Jefferson Davis (p. 519) and call on students to read aloud the excepts from Lincoln’s and Davis’s inaugural
speeches.
 How do ideas in Lincoln’s Inaugural Address reflect his role as President of the United States?
 How do ideas in Davis’s Inaugural Address reflect his role as President of the United States?
Digital Activity: The North and South At War (p. 520)
Project the Digital Activity: The North and South At War (p. 520). Have students work in pairs to complete the chart.
 Why did Lincoln’s election lead the South to secede?
 Why did secession cause the Civil War to break out in 1861?
Digital Lesson Quiz: (p. 520)
Assign the Digital Lesson Quiz. Pose these questions:
 Why did the Confederacy fire on Fort Sumter in 1861?
 Why did the Union respond by going to war?
 Evaluate the arguments of both sides of the conflict, an d explain which you find to be most just and why.
 Summarize the motivation of both men in their roles as leaders on opposite sides of the conflict.
 Explain whether you think either would have acted differently had they known the costs of the Civil war to come.
 Consider whether each man could have chosen a different course of action and remained true to his principles.
Engage
~Have students preview the lesson objectives and the list of key terms (p.510). Use the Editable Presentation found on the digital course to present the main ideas of the
lesson (p. 510).
Complete the Start Up Activity on p 510. Review with students the terms slavery, sectionalism, and states’ rights. For each concept, have students write a sentence
explaining how it contributed to divisions in the nation.
 How did states’ rights contribute to division in the nation.
Explore
Explain
Elaborate
Evaluate
Tell students that in this lesson they will take a closer look at the causes and effects of the Civil War, constitutional issues, and the roles played by significant
individuals.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class. Students are to read assigned sections and use
the Note Taking Study Guide to help them take notes and understand the text as they read.
 Abraham Lincoln and the Election of 1860 (p. 511)
 The Nation Moves Toward Civil War (p. 512-513)
 War Breaks Out (p. 513-516)
 Taking Sides (p. 516-517)
 Strengths and Weaknesses of the North and South (p. 517-519)
 The Leadership Roles of Lincoln and Davis (p. 519-520)
Tell students that in this lesson they will take a closer look at the causes and effects of the Civil War, constitutional issues, and the roles played by significant
individuals.
Abraham Lincoln and the Election of 1860 (p. 511)
 The Democrats held their convention in Charleston, South Carolina. Lack of unity proved costly for the Democratic party. Southerners wanted the party to call
for slavery in all territories. However, northern Democrats refused to do so. In the end, the party split in two. Northern Democrats chose Stephen Douglas to run
for President. Southern Democrats picked John Beckenridge of Kentucky.
The Nation Moves Toward Civil War (p. 512-513)
 Lincoln’s election brought a strong reaction in the South. To many southerners, Lincoln’s election meant that the South no longer had a voice in national
government. They believed the President and Congress were now set against their interests-especially slavery.
War Breaks Out (p. 513-516)
 When Lincoln took the oath of office on March 4, 1861, he faced a dangerous situation. Seven southern states had seceded from the United States and had
joined together to form the Confederacy.
Taking Sides (p. 516-517)
 When the war began, each side was convinced that its cause was just. Southerners believed in states’ rights, so they believed that states had the right to leave
the Union. In fact, they called the conflict the War for Southern Independence.
Strengths and Weaknesses of the North and South (p. 517-519)
 Both sides during the Civil War had strengths and weaknesses as the war began. The South had the strong advantage of fighting a defensive war. “We seek no
conquest,” said Confederate President Jefferson Davis. “All we ask is to be let alone.” If the North did not move its forces into the South, the Confederacy
would remain a separate country.
The Leadership Roles of Lincoln and Davis (p. 519-520)
 Leadership was a crucial factor in the Civil War. President Jefferson Davis of the Confederacy, President Abraham Lincoln of the Union, and military leaders
on both sides played key roles in determining the war’s outcome.
~Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
~Assign the Digital Lesson Quiz for this lesson (p. 498). Teachers can also opt to have students demonstrate mastery by responding to the following questions on
paper:
 Why did Senator Crittenden’s proposed compromise receive little support?
 Why did Lincoln make a point of telling the governor of South Carolina that he was sending food, but not troops or arms, to Fort Sumner?
 What motivated the South to fight in the Civil War?
 Summarize the principal disadvantages the North faced in fighting the Civil War.
 How did Davis’s reluctance to serve as President of the Confederacy affect his leadership?
TEACHER:
FRAME THE LESSON
The Course of War
CLASS: 8th Grade
DATE: March 16-18
M T W TH F
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials
1B: apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods
U.S. History
Textbook
Colonization through
Reconstruction
(p. 521-509)
8A: explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E.
Lee, and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar
8B: explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and significant events of the Civil War,
including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the announcement of the Emancipation
Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln
Interactive Reading
Notepad (p. 521)
Online Editable
Presentation (p. 521)
22B: describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass,
John Paul Jones, James Monroe, Stonewall Jackson, Susan B. Anthony, and Elizabeth Cady Stanton
Interactive Map: The
Union’s Strategies to
Win the Civil War
(p. 522)
Analyze Maps
(p.523)
Analyze Images
(p.524)
Interactive Timeline:
Early Battles of the
Civil war (p. 525)
Objective/Key Understanding:



Describe the strategies the North and South adopted to win the war.
Explain how early battles dispelled hopes for a quick end to the war.
Identify the victories of the Confederates and the Union in the early years of the war.
Digital Activity:
Visiting Civil War
Locations (p. 527)
Digital Lesson Quiz:
(p. 527)
Introduce Vocabulary Activity (p. 521)
Battle of Bull Run
Battle of Shiloh
Battle of Antietam
Virginia
Battle of Fredericksburg
Monitor
Battle of Chancellorsville
Stop & Check for Understanding—High Level Questions
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
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
Describe how the Union plan for victory was more aggressive than the southern plan.
What conclusion can you draw from the first battles of the Civil War?
How might the Confederates have felt after the Battles of Fredericksburg and Chancellorsville?
Why was the capture of Fort Henry and Fort Donelson critical to the Union’s overall war strategy?
Critical Writing Prompt:
Informal Assessment Questions 1-5 (p. 527)
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Summarize the problems that a successful blockade of southern ports would cause for the South.
What did the Battles of Bull Run reveal?
What can you conclude from the fact that hundreds of civilians went along with the Union troops on their march to Bull Run to watch the battle
and the fact that they were in a festive mood?
How can you tell that General Robert E. Lee was an unusually good officer?
What do the battles and events that you have read about so far lead you to predict about the war?
Small Group Purposeful Talk Question Stems
The Different Strategies of the North and South (p. 522)
 Make one generalization about the Union strategy for victory in the Civil War.
 Make one generalization about the Confederate strategy.
The Beginnings of a Long War (p. 522-525)
 What evidence do you see in the text to support the idea that Stonewall Jackson was a significant military leader.
 Based on the conclusion of the Battle of Bull Run, what could you infer about the length of the war?
 What significant contributions did General George McClellan make to the war effort?
Confederate Forces Win in the East (p.525-526)
 What events led up to Confederate victories in the East?
 How did these victories impact the war?
Union Forces Find Success in the West (p. 526-527)
 What events led up to Union victories in the West?
 How did these victories impact the war?
Online Resources, Analyzing Maps and Charts & Digital Activity
Interactive Reading Notepad (p. 521)
You may also use the questions found in the Interactive Reading Notepad (p. 521) for this lesson to guide your class discussion.
Online Editable Presentation (p. 521)
Use the Online Editable Presentation (p. 521) found on the Digital Course to present the main ideas for this lesson.
Interactive Map: The Union’s Strategies to Win the Civil War (p. 522)
Project the Interactive Map: The Union’s Strategies to Win the Civil War (p. 522) and click through the red circles to reveal the Union’s strategy to win the Civil War.
 What was the Union’s plan for winning the war?
Analyze Maps (p.523)
Review the map, The Civil War in the east, ono page 523.
 Measure the distance between the U.S. capitol and the Confederate capitol.
 How might the locations of the two capitols have influenced the battles and troop movements shown in the map?
Analyze Images (p.524)
Review the image on page 524.
 Explain why there is no direct combat between sailors.
Interactive Timeline: Early Battles of the Civil war (p. 525)
Project the Interactive Timeline: Early Battles of the Civil war (p. 525) and click through the events.
 Review the events of the Battle of Fredericksburg and the Battle of Chancellorsville. How did the early events of the Civil War show the significance of
General Lee’s role in the war?
Digital Activity: Visiting Civil War Locations (p. 527)
Project the Digital Activity: Visiting Civil War Locations (p. 527). Discuss the Civil War sites students are interested in visiting.
 Go to the federal Web site for each historic site and discuss the site’s main attractions.
Digital Lesson Quiz: (p. 527)
Assign the Digital Lesson Quiz. Pose these questions:
 Do you see the North as having demonstrated any particular advantages at this point?
 Do you see the South as having demonstrated any particular advantages at this point?
 How might these advantages play out as the war progresses?
Engage
~Have students preview the lesson objectives and the list of key terms (p.521). Use the Editable Presentation found on the digital course to present the main ideas of the
lesson (p. 521).
Complete the Start Up Activity on p 521. Tell students that when the Civil War began, most northerners believed that the war would be over quickly. Southerners were
just as convinced that the Confederate victory would be quick.
 What conclusions can you make about how poorly people understood what was to come?
Explore
Explain
Elaborate
Evaluate
Tell students that in this lesson they will be learning about the course of the Civil War and about each side’s strategies and how these strategies played out in dramatic
battles in the East and the West.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class. Students are to read assigned sections and use
the Note Taking Study Guide to help them take notes and understand the text as they read.
 The Different Strategies of the North and South (p. 522)
 The Beginnings of a Long War (p. 522-525)
 Confederate Forces Win in the East (p.525-526)
 Union Forces Find Success in the West (p. 526-527)
Tell students that in this lesson they will be learning about the course of the Civil War and about each side’s strategies and how these strategies played out in dramatic
battles in the East and the West.
The Different Strategies of the North and South (p. 522)
 First, the Union planned to use its navy to blockade the southern ports. This would cut off the South’s supply of manufactured goods from Europe and its ability
to earn money from cotton exports.
The Beginnings of a Long War (p. 522-525)
 “Forward to Richmond! Forward to Richmond! Every day for more than a month, the influential New York Tribune blazed this war cry across its front page. At
last, responding to popular pressure, President Lincoln ordered the attack.
Confederate Forces Win in the East (p.525-526)
 Two stunning victories for the Confederacy came in late 1862. Union forces set out once again toward Richmond. General Robert E. Lee played a key role in
both victories, part of a record of success as the Confederacy’s leading general.
Union Forces Find Success in the West (p. 526-527)
 In the West, Union forces met better results. As you have read, part of the Union strategy was to seize control of the Mississippi River. General Ulysses S.
Grant began moving toward that goal. In February 1862, Grant attacked and captured Fort Henry and Fort Donelson in Tennessee. These Confederate forts
guarded two important tributaries of the Mississippi.
~Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
~Assign the Digital Lesson Quiz for this lesson (p. 509). Teachers can also opt to have students demonstrate mastery by responding to the following questions on
paper:
 Summarize the problems that a successful blockade of southern ports would cause for the South.
 What did the Battles of Bull Run reveal?
 What can you conclude from the fact that hundreds of civilians went along with the Union troops on their march to Bull Run to watch the battle and the fact that
they were in a festive mood?
 How can you tell that General Robert E. Lee was an unusually good officer?
 What do the battles and events that you have read about so far lead you to predict about the war?