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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