Download Civil War and Reconstruction

U.S. History Curriculum Map
Troup County School System
Unit 6: Civil War and Reconstruction
Enduring Themes:
Conflict and Change; Individuals, Groups and Institutions; Production, Distribution and Consumption; Beliefs and
Ideals
Time Frame:
14 Days
Standards:
SSUSH9 The student will identify key events, issues, and individuals relating to the causes, course, and
consequences of the Civil War.
b. Describe President Lincoln’s efforts to preserve the Union as seen in his second inaugural address and the
Gettysburg speech and in his use of emergency powers, such as his decision to suspend habeas corpus.
c. Describe the roles of Ulysses Grant, Robert E. Lee, “Stonewall” Jackson, William T. Sherman, and Jefferson
Davis.
d. Explain the importance of Fort Sumter, Antietam, Vicksburg, Gettysburg, and the Battle for Atlanta and the
impact of geography on these battles.
e. Describe the significance of the Emancipation Proclamation.
SSUSH10 The student will identify legal, political, and social dimensions of Reconstruction.
a. Compare and contrast Presidential Reconstruction with Radical Republican Reconstruction.
b. Explain efforts to redistribute land in the South among the former slaves and provide advanced education
(Morehouse College) and describe the role of the Freedmen’s Bureau.
c. Describe the significance of the 13th, 14th, and 15th amendments.
d. Explain Black Codes, the Ku Klux Klan, and other forms of resistance to racial equality during Reconstruction.
e. Explain the impeachment of Andrew Johnson in relationship to Reconstruction.
f. Analyze how the presidential election of 1876 and the subsequent compromise of 1877 marked the end of
Reconstruction
Unit Essential Question:
How did the course and consequences of the Civil War shape the United States in the 19th century?
Unit Resources:
Unit 6 Student Content Map
Unit 6 Vocabulary
Unit 6 Study Guide
Unit 6 Sample Assessment Items
Concept 1
Concept 2
Concept 3
The Civil War
Lincoln’s Efforts to Preserve the
Union
Reconstruction
Concept 1: The Civil War
Standard:
SSUSH9 The student will identify key events, issues, and individuals relating to the causes, course, and consequences
of the Civil War.
c. Describe the roles of Ulysses Grant, Robert E. Lee, “Stonewall” Jackson, William T. Sherman, and Jefferson Davis.
d. Explain the importance of Fort Sumter, Antietam, Vicksburg, Gettysburg, and the Battle for Atlanta and the impact
of geography on these battles.
Lesson EQ: How did key individuals and events of the Civil War influence the course of the Civil War?
Know
Understand
Be Able To Do (DOK 2)
 Civil War
 How the actions of
 Identify key events, issues and
individuals in war impact the
individuals related to the Civil
 Ulysses Grant
course
and
consequences
of
War
 Robert E. Lee
the conflict.
 Describe the role of key
 “Stonewall” Jackson
 How the key battles of the
individuals
 William T. Sherman
Civil War contributed to the
 Explain the importance of key
 Jefferson Davis
outcome of the war
events
 Fort Sumter
 The role geography played
 Explain the impact of
 Antietam
in the outcome of key
geography on these battles
 Vicksburg
battles and also the
 Gettysburg
outcome and consequences
 Battle for Atlanta
of the war as a whole
Resources
I Do (Teacher Point)
We Do (Guided/Differentiated
You Do (Independent Practice)
Instruction)
Civil War PowerPoint
Civil War Activator (Comparing the
Civil War Summarizing Chart
Civil War Guided Notes
words of Lincoln and Davis)
Civil War Generals Deck of Cards
Civil War Bingo Card
(Bring your own device) Activity
Civil War Bingo Questions
Impact of Geography on the Civil
War Map Activity
** If you do not have a Nystrom
Atlas books, you can also have
students use an online map and
their notes to complete the activity.
Concept 2: Lincoln’s Efforts to Preserve the Union
Standard:
SSUSH9 The student will identify key events, issues, and individuals relating to the causes, course, and consequences
of the Civil War.
b. Describe President Lincoln’s efforts to preserve the Union as seen in his second inaugural address and the
Gettysburg speech and in his use of emergency powers, such as his decision to suspend habeas corpus.
e. Describe the significance of the Emancipation Proclamation.
Lesson EQ: How did President Lincoln try to preserve the Union?
Know







Abraham Lincoln
Union
Second Inaugural Address
Gettysburg speech (Address)
Emergency Powers
Suspension of habeas corpus
Emancipation Proclamation
I Do (Teacher Point)
Understand
 How President Lincoln
used the options available
to him as the executive to
try to preserve the union
 How the Emancipation
Proclamation was part of
Lincoln’s efforts to the
preserve the union
(understand the strategy
behind issuing the
proclamation).
Resources
We Do (Guided/Differentiated
Instruction)
How did Lincoln Preserve the
Union? Primary Source Analysis
Chart
Primary Source Documents from
President Lincoln (includes
Lincoln’s Proclamation on the
Suspension of Habeas Corpus,
Emancipation Proclamation,
Gettysburg Address and Second
Inaugural Address)
Be Able To Do (DOK 2)
 Describe President Lincoln’s
efforts to preserve the Union
 Describe the significance of
the Emancipation
Proclamation
You Do (Independent Practice)
Lincoln’s Actions Timeline and Writing
Prompt
Emancipation Proclamation Ticket out
the Door
Concept 3: Reconstruction
Standard:
SSUSH10 The student will identify legal, political, and social dimensions of Reconstruction.
a. Compare and contrast Presidential Reconstruction with Radical Republican Reconstruction.
b. Explain efforts to redistribute land in the South among the former slaves and provide advanced education
(Morehouse College) and describe the role of the Freedmen’s Bureau.
c. Describe the significance of the 13th, 14th, and 15th amendments.
d. Explain Black Codes, the Ku Klux Klan, and other forms of resistance to racial equality during Reconstruction.
e. Explain the impeachment of Andrew Johnson in relationship to Reconstruction.
f. Analyze how the presidential election of 1876 and the subsequent compromise of 1877 marked the end of
Reconstruction
Lesson EQ: How did the legal, political, and social dimensions of Reconstruction impact the United States?
Know
Understand
Be Able To Do (DOK 3)
 Reconstruction
 The different philosophies
 Compare and contrast Presidential
and strategies behind
and Radical Republican
 Presidential
Presidential
Reconstruction
Reconstruction
Reconstruction
and Radical Republican
 Explain efforts to redistribute land
 Radical Republican
Reconstruction and how the
and provide advanced education
Reconstruction
impeachment of Andrew
to former slaves
 Land redistribution
Johnson was related to
 Describe the significance of the
 Morehouse College
these differences
13th, 14th and 15th amendments
 Freedmen’s Bureau
 Efforts made to improve
 Explain forms of resistance to
 13th Amendment
th
equality and opportunities
racial equality in the South
 14 Amendment
for
former
slaves
th
 Explain the impeachment of
 15 Amendment

Efforts
made
to
limit
new
Johnson and its relationship to
 Black Codes
freedoms
for
former
slaves
Reconstruction
 KKK

Why
the
election
of
1876
 Analyze how the Election of 1876
 Impeachment
and
compromise
of
1877
and Compromise of 1877 marked
 Andrew Johnson
marked the end of
the of Reconstruction
 Presidential Election of
Reconstruction
1876
 Compromise of 1877
Resources
I Do (Teacher Point)
We Do (Guided/Differentiated
You Do (Independent Practice)
Instruction)
Reconstruction Plans through
Reconstruction Images
Reconstruction Anticipation Guide
Impeachment PowerPoint
Reconstruction Venn Diagram
Reconstruction Summarizing Strategy
Black Codes through End of
Reconstruction Venn Diagram Strips (Venn Diagram Formative Assessment)
Reconstruction PowerPoint
Reconstruction Newspaper Project
Reconstruction Multiple Choice Practice
Reconstruction PowerPoint
(Formative Assessment)
Reconstruction Guided Notes
Presidential Reconstruction View
Radical Reconstruction View