Download Unit 4: Civil War and Reconstruction Chapters:

Unit 4: Civil War and Reconstruction
Chapters:
13-15
Essential Questions
1 ) Which is more important- indiv idual liberties or preservation of a nation?
2) To what ex tent is it possible to eradicate feelings of prejudice and discrimination towards a group of people?
3) What are some long-term effects of the Civ il War and emancipation?
4) How do historical interpretations of the Civ il War differ, depending on the geographical location?
The War with Mexico (Ch. 13)
Concept s
Manifest destiny
Annex
Gadsen Purchase
Wilm ot Proviso
Topics
-Mexican War: Causes and
Effects
-Bear Flag Revolt
-Treaty of Guadalupe Hidalgo:
Prov isions
-New Territory Added to
Am erica: Causes and Effects
-Slav ery: Questions Raised as a
Result of New Territory
People
Jam es K. Polk
Zachary Taylor
Santa Anna
A Nation Divided (Ch. 13)
Concept s
Popular sovereignty
Free soilers
Lower South;
Upper South
Secessionists
Confederate States of Am erica
Nullification; States’ rights
Topics
-Uncle Tom’s Cabin: Significance
-Slav ery: Arguments for and
against
-Differences between the North
and the South
-Missouri Com promise
-Com prom ise of 1 850 (Fugitive
Slave Act)
-Kansas-Nebraska Act
-Creation of the Republican
Party: Causes and Effects
-“Bleeding Kansas”
-The Dred Scott Decision:
Significance
-The Lincoln-Douglas Debates
-Election of 1 860
-Form ation of the Confederate
States of Am eric
-The Caning of Charles Sumner
-Lecom pton Constitution
People
John C. Calhoun
Henry Clay
Stephen Douglas
Abraham Lincoln
Dred Scott
John Brown
The Civil War (Ch. 14)
Concept s
Union
Confederacy
Draft
Copperheads
Writ of habeas corpus
Siege
Southern Unionism
Topics
-North and South:
Strengths/Weaknesses, Military
Strategy, Financing the War
-Im portant Battles: Bull Run,
Shiloh, Antietam, Fredericksburg,
Chancellorsville, Gettysburg,
Vicksburg
-The Em ancipation Proclamation
-The Gettysburg Address
-African-American Soldiers in the
Civ il War
-Hardships Faced by Troops and
Civ ilians
-Prison Cam ps and Medial Care
-Sherm an’s March to the Sea:
Dev astation of the South
-1 3 th Amendment
-Surrender at Appomattox
Courthouse
-Lincoln’s Assassination
-Im pact of Railroads
-Lincoln and Colonization
-Black Sailors Ex Parte Milligan
-Election of 1 864
People
Uly sses S. Grant
Robert E. Lee
Abraham Lincoln
William Tecumseh Sherman
Jefferson Davis
Reconstruction (Ch. 15)
Concept s
Reconstruction
Radical Republicans
Freedm en’s Bureau
Black codes
Civ il rights
Im peach
Carpetbaggers
Scalawags
Sharecropping
Tenant farming
Infrastructure
Com prom ise of 1 877
Black Families
“Swing Around the Circle”
Topics
-Hardships in the South
-Debate: Punish or Pardon the
South?
-Lincoln’s Reconstruction Plan
-Johnson’s Reconstruction Plan
-1 4 th and 15th Amendments
-President Johnson’s
Im peachment
-Election of President Grant
-Changes in Southern Farming:
Causes and Effects
-Rise of the Ku Klux Klan
-Enforcem ent Acts
-End of Reconstruction: Causes
and Effects
People
Andrew Johnson
Uly sses S. Grant
The World of Jim Crow (Ch. 15)
Concept s
Poll tax
Grandfather clause
Segregation
Jim Crow laws
Ly nching
NAACP
Literacy Tests
Topics
-Plessy vs. Ferguson
-“Separate but equal”
-Purpose: Poll taxes, literacy
tests, grandfather clause
-New approaches to race
problem s
“I Can” Statements: Ov er the course of the unit, place a check mark next to the statements that are true for y ou. This will allow y ou to better prepare for unit
assessments.
I Can:
_____ 1. Explain what prompted the acceleration of western expansion during this period.
_____ 2. Discuss how western expansion fed the growing debate between the “slave South” and the “freelabor North”.
_____ 3. Explain the mounting tensions between North and South during the 1840s and 1850s.
_____ 4. Learn the conditions of life for western settlers. How did their situations compare with those of newly arrived immigrants back east?
_____ 5. Know the accounts for the collapse of the Whig party, the fracturing of the Democratic party, and the emergence of the Republican party during the 1850s.
_____ 6. Identify the key events of the 1840s and 1850s that ushered the nation toward disunion and civil war. What explains the breakdown of political compromise
between North and South, the secession of the South, and the outbreak of the Civil War?
_____ 7. Name the particular advantages enjoyed by the Union. By the Confederacy?
_____ 8. Explain how the Union and the Confederacy present their causes . What were their respective notions of “freedom”?
_____ 9. Understand how the soldiers on each side experience the war.
_____ 10. Identify what impacts the war had upon the homefronts of the North and South.
_____ 11. Analyze how deep and broad was southern loyalty to the Confederacy, and northern loyalty to the Union. What were the key lines of division within each?
_____ 12. Explain how black Americans, slave and free, respond to the opportunities and uncertainties of the Civil War. What roles did they play in the outcome?
_____ 13. Know what were the key military developments over the course of the war.
_____ 14. Discuss how did a war for union evolve into a war for emancipation.
_____ 15. Learn what, ultimately, accounts for the Union victory over the Confederacy .
_____ 16. Compare and contrast how southerners—black and white, slave and free—experience the abolition of slavery.
_____ 17. Discuss how freedpeople envisioned, and pursued, their freedom.
_____ 18. Compare and contrast how the leading actors in the drama of Reconstruction—such as former slaves, southern planters, southern white yeoman, Radical Republicans,
and President Johnson—contend over the shape of the postslavery South.
_____ 19. Explain how the Reconstruction amendments to the Constitution transform the promise, and reality, of American freedom.
_____ 20. Identify what, at its peak, were the achievements of Reconstruction. How close did it come to bringing interracial democracy to the South?
_____ 21. Know what ultimately accounted for the defeat of Reconstruction.
Common Core 9-10 Reading Standards for Literacy in History/Social Studies (RH)
Key Ideas and Details
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later
ones or simply preceded them.
Craft and Structure
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in
print or digital text.
CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text
complexity band independently and proficiently.
Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST)
Text Types and Purposes
CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing
out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates
the audience’s knowledge level and concerns.
CCSS.ELA-Literacy.WHST.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-Literacy.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create
cohesion, and clarify the relationships among ideas and concepts.
CCSS.ELA-Literacy.WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic
and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
CCSS.ELA-Literacy.WHST.9-10.2f Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued… (WHST)
Production and Distribution of Writing
CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Note
Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narra tive
elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate
narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, stud ents must be
able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others
can replicate them and (possibly) reach the same results.