Download Unit I

2016-2017 Curriculum Blueprint
Grade: 11th
Course Descriptions: United States History
Unit I—Road to Civil War and Reconstruction
Approximate
Time:
4 weeks
Unit Overview
**Begin this unit with a short review of U.S. History that was covered before this class begins**
While the roots of the Civil War were planted during the Constitutional Convention, this course will require students to start with explaining how westward expansion (Mexican
American War) led to the arguments over states’ rights and the growth of slavery. The rise of abolitionism and the disagreement over economic policies clearly highlighted the regional
differences between the North and the South. Events such as Bleeding Kansas, the election of Abraham Lincoln, and the Battle at Fort Sumter brought about the emergence of the Civil
War.
Perhaps America’s greatest trial as a nation, the Civil War divided the nation into two very different ideologies. As the North fought for preservation of the Union and many called for
the abolition of slavery, the South saw the war as a war for self-preservation and States’ rights. Over the course of the war the North’s many advantages took its toll on the South.
Through the use of war tactics like the Anaconda Plan and the total war carried out by General Sherman the North would declare victory at Appomattox. In the years following the war
the Union struggled to be reunified as varying political groups such as the Radical Republicans argued over the South’s fate. In the end, it took the Compromise of 1877 to finalize the
Reconstruction process. Unfortunately, the end of Reconstruction did not end the struggles faced by African-Americans in the United States.
Learning Goal
Students will be able to explain how westward expansion led to the Civil War.
Students will be able to describe how the results of the Civil War led to the policies of the
Reconstruction era and evaluate their success.
Sample Essential Questions
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LDC Modules and DBQs
Students will be expected to complete a combination of at least four LDC modules or
DBQs. Each module or DBQ will be taught in full, most ranging from 1.5-3 weeks. It is
imperative that teachers will teach the applicable literacy skills covered within the
module or DBQ, to ensure the students have all the tools they need to achieve success in
their final product. Students will gain content knowledge that is standards-aligned and is
relevant to the corresponding unit as they walk through the tasks and lessons of each
module or DBQ. Therefore, students’ takeaways from a completed module or DBQ will be
abundant; as they will focus on literacy skills, content knowledge, and historical-thinking
skills, all which will be text-based.
Other Module or DBQ Suggestions
Featured LDC Module:
DBQ: What Caused the Civil War?
DBQ: North or South: Who Killed
Reconstruction?
How did the election of 1860 affect the possibility of compromise on the issue of slavery?
What were the positive and negative benefits of territorial expansion during the 1840s
and 1850s?
What factors intensified sectional conflict in the 1850s?
How did the North’s advantages in the Civil War compare to the South’s advantages?
How did the Civil War impact Northern and Southern society economically and
politically?
To what degree was the New South really new?
What methods were used to create and maintain second-class citizenship for AfricanAmericans?
Focus Literacy Standards
These standards will directly correlate with the LDC module or DBQ featured in this unit. All these
focus literacy standards will be addressed through the mini-tasks and lessons of the module or DBQ.
*Please remember that all the literacy standards should be addressed throughout the year in
regular lessons. These focus standards are just directly covered through the featured module or
DBQ.
LAFS.1112.RH.1.1: Cite specific textual evidence to support analysis of primary and
secondary sources, connecting insights gained from specific details to an understanding of
the text as a whole.
LAFS.1112.RH.1.2: Determine the central ideas or information of a primary or secondary
source; provide an accurate summary that makes clear the relationships among the key
details and ideas.
LAFS.1112.WHST.1.1: Write arguments focused on discipline-specific content.
11th Grade | Summer 2016
a.
b.
c.
d.
e.
Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences the claim(s), counterclaims, reasons, and
evidence.
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most
relevant data and evidence for each while pointing out the strengths and
limitations of both claim(s) and counterclaims in a discipline-appropriate form that
anticipates the audience’s knowledge level, concerns, values, and possible biases.
Use words, phrases, and clauses as well as varied syntax 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.
Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from or supports the
argument presented.
LAFS.1112.WHST.1.2: Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical processes.
a.
Introduce a topic and organize complex ideas, concepts, and information so that
each new element builds on that which precedes it to create a unified whole;
include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the
text, create cohesion, and clarify the relationships among complex ideas and
concepts.
d. Use precise language, domain-specific vocabulary and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic; convey a
knowledgeable stance in a style that responds to the discipline and context as well
as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and supports the
information or explanation provided (e.g., articulating implications or the
significance of the topic).
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Content Standards for the Unit
(Please make sure to read more specifics on the standards, including what needs to be covered and what doesn’t need to be covered by using the Test Item Specifications for your course)
*SS.912.A.2.1: Review causes and consequences of the Civil War.
Remarks/Examples: Examples may include, but are not limited to, slavery, states’ rights, territorial claims, abolitionist movement, regional differences, Reconstruction, 13 th, 14th,
and 15th amendments.
SS.912.A.2.2: Assess the influence of significant people or groups on Reconstruction.
Remarks/Examples: Examples may include, but are not limited to, Andrew Johnson, Radical Republicans, Jefferson Davis, Frederick Douglass, Ulysses S. Grant, Robert E. Lee, William T.
Sherman, Buffalo Soldiers, Harriet Tubman, and Sojourner Truth.
SS.912.A.2.3: Describe the issues that divided Republicans during the early Reconstruction era.
Remarks/Examples: Examples may include, but are not limited to, the impeachment of Andrew Johnson, southern whites, blacks, black legislators and white extremist organizations
such as the KKK, Knights of the White Camellia, The White League, Red Shirts, and Pale Faces.
SS.912.A.2.4: Distinguish the freedoms guaranteed to African Americans and other groups with the 13 th, 14th, and 15th Amendments to the Constitution.
Remarks/Examples: Examples may include, but are not limited to, abolition of slavery, citizenship, suffrage, equal protection.
SS.912.A.2.5: Assess how Jim Crow Laws influenced life for African Americans and other racial/ethnic minority groups.
SS.912.A.2.6: Compare the effects of the Black Codes and the Nadir on freed people, and analyze the sharecropping system and debt peonage as practiced in the United States.
Sample Activities and Tasks
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Hold a class debate on the proposition that the Southern states had the right to secede from the Union. Students should base arguments in part on the principles found in the
Declaration of Independence, the writings of John Locke, the Articles of Confederation, and the U.S. Constitution (popular sovereignty). (Gateway to U.S. History, p. 11).
SS.912.A.2.1
Students will watch Frederick Douglass’ “4th of July Speech” as spoken by James Earl Jones (https://www.youtube.com/watch?v=8tTkHJWxfP0). Have students write a response to
Douglass’ claim that the 4th of July is not a holiday for them. Is that statement justified? SS.912.A.2.2
Have a Socratic seminar on how regional differences contributed to the outbreak of the Civil War. Review some of the significant events that, from 1860 to 1861, led 11 Southern
states to secede from the Union. For example:
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Compromise of 1850
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Fugitive Slave Act
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Publication of Uncle Tom's Cabin
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Dred Scott Decision
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Kansas-Nebraska Act
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John Brown's raid on Harper's Ferry, Virginia
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The following questions will help guide the conversation.
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How did the economies of the North and South differ before the Civil War? (The North was industrialized; the South was agricultural.)
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Why was slavery so important to the South? (Landowners depended on slaves to work in the fields; the South's economy was entirely dependent on slavery.)
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How did the addition of new states to the Union create dispute? (Free states and slave states both worried about the other side having an advantage. The
Missouri Compromise, for example, was designed to maintain a balance of power.) SS.912.A.2.1, SS.912.A.2.2
Have students read the letter of Stephen F. Hale, Secession Commissioner from Alabama, to Governor Beriah Magoffin of Kentucky, December 27, 1860 – Divide the class into
two groups to debate the pros and cons of the following statement, basing their arguments primarily on the views expressed by Hale: The secession of the Southern states from
the Union was based on Southern whites’ racist belief in white supremacy. SS.912.A.2.1
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Students will create a list of the causes of the Civil War. Students will then read, annotate and analyze a list of causes of the Civil War, American Civil War: Causes of Conflict and
compare it to their list. Once they have their list, they will rank them in order of significance/impact to causing the Civil War. Once they have discussed with their group they will
write a paragraph analyzing why their number one cause is more significant in causing the war than the other causes. SS.912.A.2.1
Students will work in small groups of 3-4 students, they will read, annotate, analyze and discuss a document debating the end of slavery after the Civil War; What Emancipation
Didn’t Stop After All. Students will then break from their groups and write an argumentative essay using the article they analyzed with their group, their textbook or any
supplemental resources from the unit for support to answer the prompt “Did slavery end after the Civil War?” SS.912.A.2.4
Have students make a chart comparing the three main plans for Reconstruction: Lincoln’s, Johnson’s, and the Radical Republicans. Have them look at the effects on the
Confederate soldiers, how to readmit the Southern States, and each plan’s view on African-American rights. Once they have created the chart have them analyze which plan was
better. SS.912.A.2.2
Use the lesson plan Radical Reconstruction Lesson Plan to answer the historical thinking question: Why was the Radical Republican plan for Reconstruction considered “radical?”
*** Teachers will need to create a log in in order to print materials for the lesson*** SS.912.A.2.3, SS.912.A.2.2
Have students create a graphic organizer comparing the North and the South during the Civil War. SS.912.A.2.1
Assign each group the job of ascertaining how one of the following groups would feel about the enactment of the Black Codes: northern abolitionists; northern army veterans;
widows of northern army soldiers; Republican members of Congress; African-American veterans of the northern army living in the south. Allow them 10 minutes to think, discuss
and choose one of the groups. Then have students write a 3-4 explanatory paragraph describing the feelings of this group, then have one person from each group stand and
explain their findings. (To ensure the each member of the group is participating, each individual in the group can be assigned a paragraph to write) SS.912.A.2.5, SS.912.A.2.6
Suggested Texts
Links and Resources
(Suggested links and resources provide additional resources that teachers in a Personalized
Learning Classroom can utilize to create choice board activities)
(Suggested texts provide additional resources that teachers in a Personalized Learning Classroom
can utilize to create choice board activities)
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Lapsansky-Werner, Emma J., et. al. United States History: 1850 to the Present.
Prentice Hall; Upper Saddle River, NJ, 2013. Chapters 2-5
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Lincoln’s House Divided Speech, (SS.912.A.2.1)
Emancipation Proclamation, (SS.912.A.2.1)
Gettysburg Address, (SS.912.A.2.1)
South Carolina’s Black Codes, (SS.912.A.2.5, SS.912.A.2.6)
13th, 14th, 15th Amendments, (SS.912.A.2.4)
Compromise of 1850, (SS.912.A.2.1)
Stowe, Harriet. Uncle Tom’s Cabin, this sources has resources that go with the
reading plus on online edition of the entire novel. (SS.912.A.2.1)
Images/Cartoons
 Video of Frederick Douglass, “Fourth of July Speech,”
https://www.youtube.com/watch?v=PtDmVgG3Vog (SS.912.A.2.2)
 “The Secession Movement” (SS.912.A.2.1)
 Carpetbaggers (SS.912.A.2.3)
 Images from the 1864 election, (SS.912.A.2.1)
 “Southern Chivalry” (SS.912.A.2.1)
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Teaching History provides additional information about the causes of the Civil War. It
looks at different perspectives and provides assignment ideas.
This site has lessons for all time periods in American History. It provides the students
with additional reading and asks questions that expand the content.
DocsTeach is a website that has primary sources and lessons that go with them,
National Parks Service Guide to the Civil War,
Ken Burns resources on the Civil War,
The National Archives Civil War and Reconstruction images, records, etc.
The Smithsonian’s Civil War resources
Safari Montage resources and clips:
 Causes of the Civil War
 The Civil War
 Reconstruction and Segregation (all from Schlessinger Media)
 Ken Burns “The Civil War”
 America: Story of Us – Divisions and Civil War Episodes
11th Grade | Summer 2016
People, Places, and Events to Know
Wilmot Proviso, Free-Soil Party, Popular Sovereignty, Secede, Compromise of 1850, Fugitive Slave Act, Personal Liberty laws, Underground Railroad, Harriet Tubman, Kansas-Nebraska
Act, John Brown (and his raid), Bleeding Kansas, Know Nothings, Republican Party, Dred Scott Case, Abraham Lincoln, Stephen Douglas, Harpers Ferry, Jefferson Davis, Confederate
States of America, Crittenden’s Compromise, Fort Sumter, Robert E. Lee, Anaconda Plan, Border States, Stonewall Jackson, Ulysses S. Grant, Shiloh, Antietam, Emancipation
Proclamation, Income Tax, Homestead Act, Conscription, Copperhead, Habeas Corpus, Clara Barton, Vicksburg, Gettysburg, George Pickett, Gettysburg Address, Total War, William
Tecumseh Sherman, Thirteenth Amendment, John Wilkes Booth, Land Grant College Act, Reconstruction, Radical Republicans, Wade-Davis Bill, Freedmen’s Bureau, Andrew Johnson ,
Black Codes, Civil Rights Act of 1866, Fourteenth Amendment, Impeach, Fifteenth Amendment, Scalawag, Carpetbagger, Segregation, Sharecropping, Tenant Farming, Ku Klux Klan,
Enforcement Acts, Rutherford B. Hayes, Compromise of 1877
Link to Webb’s DOK Guide
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