Download Civil War and Reconstruction

8th Grade U.S. History Curriculum Bundle #10
Title
Civil War / Reconstruction / STAAR Review
Big Idea/Enduring Understanding
The Civil War and Reconstruction and the
effects of each changed the U.S. in significant
ways.
Suggested Dates
Fri., March 27 – Tues., April 21, 2015 (16 days)
Guiding Questions
 What is the significance of each of the following dates: 1861 – 1865?
 What were the roles played by significant individuals during the Civil War?
 What were the causes of the Civil War and significant events of the Civil War?
 What are the economic, political, and social problems during Reconstruction and what was their impact on different
groups?
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper
depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the
suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district
curriculum.
Knowledge & Skills with Student Expectations
8.1 History. The student understands traditional
historical points of reference in U.S. history through
1877. The student is expected to:
Specificity & Examples
Suggested Resources
(Read the note above)
What are the major eras in U.S. history through 1877?
 Civil War (1861-1865): Sectionalism (Northern Industrialism, Southern
Agriculture/Slavery), Leaders, Reconstruction Amendments
8.1A 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;
8.1 History. The student understands traditional
historical points of reference in U.S. history through
1877. The student is expected to:
What is the significance of each of the following dates: 1861 – 1865?
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1861-1865 Civil War – Conflict between the North and South; issue of slavery,
states rights (1863, Emancipation Proclamation)
8.1C 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.
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8.8 History. The student understands individuals,
issues, and events of the Civil War. The student is
expected to:
8.8A 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;
What were the roles played by significant individuals during the Civil War?
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8.8 History. The student understands individuals,
issues, and events of the Civil War. The student is
expected to:
8.8B 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; and
Hypernlink?
Jefferson Davis – President of the Confederate States of America during the
Civil War. Davis was an active member of the United States Government from
Mississippi before the secession of the Southern States before the Civil War
Ulysses S. Grant – United States General during the civil war. Grant served as
commander of western armies and then overall commander of Union armies as
the Commander of the Army of the Potomac. Grant accepted the surrender of
Robert E. Lee at Appomattox Courthouse in April 1865
Robert E. Lee – Commander of the Army of Northern Virginia during the Civil
War. Lee resigned from the United States Army following the secession of his
home state of Virginia. Lee surrendered to General Ulysses S. Grant at
Appomattox Courthouse in April 1865
Abraham Lincoln – President of the United States during the Civil War. Famous
speeches included his First and Second Inaugural Addresses and the Gettysburg
Address. Issued the Emancipation Proclamation in 1863 freeing all slaves in
areas then in rebellion. He was assassinated in April 1865 by John Wilkes
Booth.
William Carney
Phillip Bazaar
What were the causes of the Civil War and significant events of the Civil War?
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Causes – Sectionalism, states’ rights, slavery
Firing on Fort Sumter – Opening battle of the Civil War.
Battle of Gettysburg – Turning point of the Civil War in the east. Robert E.
Lee’s invasion of the north was turned back by the Army of the Potomac in July
1863.
Battle of Antietam – Single, bloodiest day in U.S. history
Battle of Vicksburg – General Ulysses S. Grant captured the city of Vicksburg
completing the capture of the Mississippi River and cutting the Confederate
States in half.
Emancipation Proclamation – Issued by President Lincoln on September 22,
1862, the Emancipation Proclamation declared that all slaves in states currently
in rebellion after January 1, 1863 were free
Assassination of President Lincoln – Lincoln was assassinated on April 15,
1865 by John Wilkes Booth, a confederate sympathizer who blamed Lincoln for
the South’s looming defeat in the Civil War, during a play at Ford’s Theatre in
Washington D.C.
Surrender at Appomattox Court House – Lee surrender to Grant on April 19,
1865 therefore ending the war
Advantages and disadvantages of the North and South before and during the
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Civil War
Teacher Note: Antietam, Bull Run suggest teaching
Lincoln’s Assassination
8.8 History. The student understands individuals,
issues, and events of the Civil War. The student is
expected to:
8.8C 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.
What were Abraham Lincoln’s ideas about liberty, equality, union, and government
as contained in his first and second inaugural addresses and the Gettysburg Address?
What were the differences between Lincoln’s ideas in these speeches and Jefferson
Davis’s inaugural address?
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8.9 History. The student understands the effects of
Reconstruction on the political, economic, and social
life of the nation. The student is expected to:
8.9A evaluate legislative reform programs of the Radical
Reconstruction Congress and reconstructed state
governments;
8.22 Citizenship. The student understands the
importance of effective leadership in a constitutional
republic. The student is expected to:
TEACHER NOTE: Analyze excerpts of each and look for ideas listed in the TEK
What were the legislative reform programs of the Radical Reconstruction Congress
and reconstructed state governments?
 Civil Rights Act of 1866 – granted all citizenship all persons born in the United
States except Native Americans
 Reconstruction Act of 1867 – nullified all of Andrew Johnson’s plans and divided
the south into military districts Passage of the 14th Amendment – granted
citizenship to all person born or naturalized in the United States
 Passage of the 15th Amendment – granted all men (except American Indians) the
right to vote
How did the leadership qualities of elected and appointed leaders impact the U.S. as
a constitutional republic?
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8.22A analyze the leadership qualities of elected and
appointed leaders of the United States such as George
Washington, John Marshall, and Abraham Lincoln; and
8.16 Government. The student understands the
process of changing the U.S. Constitution and the
impact of amendments on American society. The
First Inaugural Address – Argued passionately for the preservation of union.
Promised he had no intent to abolish slavery.
Second Inaugural Address – Fight for restoration of peace and the Union.
“Malice towards none, with charity towards all.”
Gettysburg Address – The country should have a new birth of freedom. The
government of the people, by the people, and for the people shall be preserved.
Jefferson Davis’s Inaugural Address – focused on states’ rights, compared the
north controlling the south to Britain controlling the colonies.
Abraham Lincoln – led the United States as President during the American Civil
War. Through his leadership the Union was preserved and slavery eventually
abolished after his assassination in 1865.
How did 19th century amendments impact life in the U.S.?
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13th Amendment – Abolished slavery in the United States.
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student is expected to:
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8.16B describe the impact of 19th-century amendments,
including the 13th, 14th, and 15th amendments, on life in
the United States.
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8.9 History. The student understands the effects of
Reconstruction on the political, economic, and social
life of the nation. The student is expected to:
14th Amendment – Defined United States Citizenship and extend equal
protection to all United States Citizens. Originally designed to protect the rights
of the recently freed slaves but the
14th Amendment’s usage has extended to other areas including civil rights and
rights of the disabled.
15th Amendment – Designed to protect the voting rights of African Americans
males.
What was the impact of the election of Hiram Rhodes Revels?
Hiram Rhodes Revels – 1st African American to be elected to the U.S. Senate.
Senator from Mississippi.
8.9B evaluate the impact of the election of Hiram
Rhodes Revels;
8.9 History. The student understands the effects of
Reconstruction on the political, economic, and social
life of the nation. The student is expected to:
8.9C explain the economic, political, and social problems
during Reconstruction and evaluate their impact on
different groups; and
8.9 History. The student understands the effects of
Reconstruction on the political, economic, and social
life of the nation. The student is expected to:
8.9D identify the effects of legislative acts such as the
Homestead Act, the Dawes Act, and the Morrill Act.
What are the economic, political, and social problems during Reconstruction and
what was their impact on different groups?
 Panic of 1873 – banks closed, stock market collapsed, 18,000 companies failed,
economic
depression
 Sharecropping – led to a cycle of debt for African Americans
 Freedmen’s Bureau – Lincoln established this bureau for the task of feeding
clothing war refugees in the South using army supplies, also helped former slaves
 Scalawags – Southerners who worked with the Republicans
 Carpetbaggers – Northerners who went south and became involved in the new
states politics. They were called this because of the luggage they carried.
 Radical Republicans – Congressmen who resisted Lincoln’s plan to help the South
 Ku Klux Klan – Secret society to undermine Republican rule and terrorize African
Americans, white Republicans, carpetbaggers, teachers in African American
schools and others who supported the Republican rule
 Sharecroppers – Farmers who paid for the rent of their land, use of tools, and seeds
with a share of their crops
 Black Codes – passed by southern states to limit the rights of African Americans
What were the effects of legislative acts such as the Homestead Act, the Dawes Act,
and the Morrill Act?
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Homestead Act – 1867 – offered 160 acres of land free to anyone who agreed to
live on it and improve it for five years
Dawes Act – 1887 – distributed reservation land to individual Native American
owners
Morrill Act – 1862 – each state is granted land for an agricultural college with a
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military component 30,000 acres
8.10 Geography. The student understands the
location and characteristics of places and regions of
the United States, past and present. The student is
expected to:
8.10A locate places and regions of importance in the
United States during the 17th, 18th, and 19th centuries;
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North (Union)
South (Confederacy)
Border States
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Washington DC
Richmond
New Orleans
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Mississippi River
8.30 Social studies skills. The student communicates
in written, oral, and visual forms. The student is
expected to:
8.30A use social studies terminology correctly;
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