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 Social Studies Curriculum Guide Table of Contents
Internal Conflict
Unit Overview ............................................. 1 Unit Guide Essential Standards ......................... 1 Unit Web ......................................... 1 Generalizations and EQ’s ................ 4 Critical Content ................................ 5 I can statements .............................. 6 Common Core Connections ............ 7 Topic 1 – Growth of a Nation Topic Guide ..................................... 9 Topic Resources ............................. 12 Topic Performance Task ................ 13 Topic Assessment .......................... 15 Topic 2 – Civil War and Reconstruction Topic Guide ................................... 18 Topic Resources ............................. 21 Topic Performance Task ................ 22 Topic Assessment .......................... 24 CMS Social Studies – Revised 2013‐2014 
1 ‐ Unit 3 ‐ Internal Conflict Unit 3 – Internal Conflict CONCEPTUAL LENSES:
Freedom and National Identity UNIT OVERVIEW STANDARDS ADDRESSED In this unit, we will examine the factors, such as expansion, changing economies, ideas of freedom and equality and how they led to internal conflict in North Carolina and in the United States. Students examine migration and immigration as well as the various reasons that have an effect on both concepts, such as new ideas, culture, work/business cycle, environmental changes and societal changes. Students will study how technology and innovation have an effect on patterns of development and economic growth. Students investigate how these changes emerged and continue to affect our state and region. H.1.1, H1.2, H.1.3, H.1.4, H.2.1, H.2.2, H.2.3, H.3.2, H.3.3, H.3.4, G.1.1, G.1.3, C&G.1.1, C&G.1.3, C&G1.4, C&G.2.3, C.1.1, 8.E.1.1, 8.G.1.1, 8.G.1.3 , 8.C.1.1 UNIT OUTLINE OF CONCEPTS History 8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues. 8.H.1.2 Summarize the literal meaning of historical documents in order to establish context. 8.H.1.3 Use primary and secondary sources to interpret various historical perspectives. 8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct historical CMS Social Studies – Revised 2013‐2014 Civics & Government Economics & PFL 8.C&G.1.1 Summarize democratic ideals expressed in local, state, and national government (e.g. limited government, popular sovereignty, separation of powers, republicanism, federalism and individual rights). 8.C&G.1.3 Analyze differing viewpoints on the scope and power of state and national governments (e.g. Federalists and anti‐
Federalists, education, 8.E.1.1 Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions). Topics  Trade  Cash Crops  Plantations Geography & Environmental Literacy 8.G.1.1 Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North Carolina and the United States. 8.G.1.3 Explain how human and environmental interaction affected quality of life and settlement patterns in North Carolina and the United States (e.g. environmental, disasters, Culture 8.C.1.1 Explain how influences from Africa, Europe, and the Americas impacted North Carolina and the United States (e.g. Columbian Exchange, slavery and the decline of the American Indian populations). 8.C.1.2 Summarize the origin of beliefs, practices, and traditions that represent various groups within North 2 ‐ Unit 3 ‐ Internal Conflict narratives (e.g. formulate historical questions, gather data from a variety of sources, evaluate and interpret data and support interpretations with historical evidence). 8.H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and citizenship and immigration policies) on the development of North Carolina and the United States. 8.H.2.2 Summarize how leadership and citizen actions (e.g. the founding fathers, the Regulators, the Greensboro Four, and participants of the Wilmington Race Riots, 1898) influenced the outcome of key conflicts in North Carolina and the United States. 8.H.2.3 Summarize the role of debate, compromise, and negotiation during significant periods in the history of North Carolina and the United States. CMS Social Studies – Revised 2013‐2014 immigration and healthcare). 8.C&G.1.4 Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups). 8.C&G.2.3 Explain the impact of human and civil rights issues throughout North Carolina and United States history. Topics  Constitution  Secession  Slavery  Federalists  Anti‐Federalists  Debate  Marbury V. Madison infrastructure
development, coastal restoration and alternative sources of energy). Topics  Resources  Rural V. Urban  Plantations  Development and importance of roads, railroads and sea ports.  Transportation Carolina and the United States (e.g. Moravians, Scots‐Irish, Highland Scots, Latinos, Hmong, Africans, and American Indians) Topics  Innovation  Invention  Leadership  Technology  Slavery  Racism 3 ‐ Unit 3 ‐ Internal Conflict 8.H.3.2 Explain how changes brought about by technology and other innovations affected individuals and groups in North Carolina and the United States (e.g. advancements in transportation, communication networks and business practices). 8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in North Carolina and the United States. 8.H.3.4 Compare historical and contemporary issues to understand continuity and change in the development of North Carolina and the United States. Topics  Slavery  State Rights  Industrialization  Agriculture  Infrastructure  Rip Van Winkle Era  Railroads  Racism (Jim Crow)  Plessey V. Ferguson CMS Social Studies – Revised 2013‐2014 4 ‐ Unit 3 ‐ Internal Conflict GENERALIZATIONS AND ESSENTIAL QUESTIONS Generalizations: Decision‐making differences gave rise to philosophical factors that may lead to armed conflict. Civil conflict may be influenced by multiple factors such as economy, rights and slavery. Essential Questions: How did Manifest Destiny spread American principles? What factors led to Westward Expansion and what was the impact of Westward Expansion on the development of the United States? What factors led to the decline of North Carolina during the Rip Van Winkle era? How did Reconstruction impact the United States? What was the importance of border states during the war? What were the advantages and disadvantages of the Union and the Confederacy? What was the significance of the Emancipation Proclamation and how did it impact the war? CMS Social Studies – Revised 2013‐2014 Generalizations:
An individual’s or group’s political perspective may influence decision making. An outcome of civil unrest may lead to changes in government representation. Essential Questions: How did Jackson’s administration affect the spread of popular sovereignty? How did sectionalism cause the Civil War? How does civil war impact a country’s national identity? What were the Civil War Amendments? Generalizations:
The choice of crop that is produced impacts the need for different resources over time. The desire to migrate may be influenced by economic reasons Essential Questions: How did the differences in the Northern and Southern economies impact the outcome of the war? How was westward expansion influenced by the desire to grow economically? Generalizations:
Geography impacts how economics and culture develop over time. The ability of society to adapt to environmental factors influences economic growth. Essential Questions: How did geography and cultural differences impact the economic development of the north and the south? How did geographical differences influence the economies of the North and the South? Generalizations:
Geography impacts how economics and culture develops over time. The blending of regional differences may give rise to natural identity. Essential Questions: How did technology, innovation, and culture influence regional differences in pre‐Civil War America? How did American ideals conflict with other populations? 5 ‐ Unit 3 ‐ Internal Conflict CRITICAL CONTENT Students should know and do:
Understand the reasons why people immigrate to the United States. Understand the reasons for migration both to and within the United States to and from North Carolina (forced or voluntary). Identify technological advances in the United States and North Carolina and their impact on war and economy. Understand how beliefs, feelings and actions of people affected change in North Carolina and in the United States. Understand historical connections and their interconnectedness between events through time Distinguish between the terms of migration and immigration and how they helped to shape the state and nation (infrastructure, economy, workforce) Create a timeline of a technological innovation or invention and demonstrate how the device (foot, wheel, horse, wagon, train, car, truck, plane, etc.) or concept (transportation) has changed over time. Students will be able to explain how a technological innovation or invention has lead to societal changes and impacted economic growth. Students need to take a current event and trace its origins back in time to previous events, and then explain how the surrounding and outcomes may differ.
CMS Social Studies – Revised 2013‐2014 6 ‐ Unit 3 ‐ Internal Conflict I Can Statements… Students should be able to state I can…
Define migration and immigration and distinguish between the two terms. Provide examples of how migration and immigration have shaped the development of our state and nation through new ideas, culture, and a new workforce. Tell the difference between technology innovation and invention. Provide at least one example of an invention, innovation or concept and demonstrate how it changed over time. Explain how economic development influenced the institution of slavery from multiple regional perspectives. Describe the economic, social and political differences between the various regions of the country, such as North, South and the West. Describe the economic, social and political factors that influenced North Carolina prior to the Civil War. Create a timeline of events (long term) that eventually lead our nation to civil war. Analyze the significance of the events (short term) that cause secession and conflict. Explain the purpose of the three Civil War Amendments (13th, 14th, and 15th) to the US Constitution as well as connections issues of the day for modern time. CMS Social Studies – Revised 2013‐2014 7 ‐ Unit 3 ‐ Internal Conflict Unit 3 ‐ Common Core Standards READING WRITING
CMS CCSS Power Standards: CMS CCSS Power Standards:
R.6‐8.1 Cite specific textual evidence to support analysis of primary and secondary sources. W.6‐8.1 Write arguments focused on discipline‐specific content. R.6‐8.10 Read and comprehend history/social studies texts in the grade 6 text complexity band independently and proficiently. Additional Reading Standards: W.6‐8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Additional Writing Standards:
R.6‐8.2. Determine the central ideas or information of a primary or secondary source; W.6‐8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. provide an accurate summary of the source distinct from prior knowledge or opinions. W.6‐8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new R.6‐8.6 Identify aspects of a text that reveal an author’s point of view or purpose approach, focusing on how well purpose and audience have been addressed. (e.g., loaded language, inclusion or avoidance of particular facts). R.6‐8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. R.6‐8.8 Distinguish among fact, opinion, and reasoned judgment in a text. R.6‐8.9 Analyze the relationship between a primary and secondary source on the same topic. CMS Social Studies – Revised 2013‐2014 W.6‐8.9 Draw evidence from informational texts to support analysis, reflection, and research. 8 ‐ Unit 3 ‐ Internal Conflict Unit 3 ‐ Assessment Options: W1‐ Literacy Common Core Power Standard: Writing Arguments 
Was the South justified in seceding from the Union? 1. Read and analyze primary source documents and various non‐fiction texts and use the information from the texts to create a claim to answer the question above. 2. Compile evidence from informational texts that support your claim. 3. Write an essay that: a. Introduces your claim b. Presents organized reasons and logical evidence to support your claim c. Examine and address competing views d. Uses examples from past and/or current events to illustrate and clarify your claim. e. Establishes and maintains a formal style f. Provides a conclusion that supports the argument presented. W2‐ Literacy Common Core Power Standard: Writing Informative Texts Read and analyze the 13th, 14th and 15th Amendments to the United States Constitution and other relevant related informational texts. Write an essay that examines the impact of these Amendments on the United States during reconstruction and today. Use concrete details and quotations from the Amendments and other informational text to provide a detailed analysis. R1/R10‐ Literacy Common Core Power Standard: Reading Closely Over Time with a Variety of Texts Emancipation Proclamation, Gettysburg Address, 13‐15 Amendments, Jefferson Davis’ Inaugural Address, Black Codes, various Civil War songs, Slave Narratives, Excerpts from Incidents in the Life of a Slave Girl by Harriet Jacobs, Wade‐Davis Bill, What to the Slave is the Fourth of July by Fredrick Douglas, view http://docsouth.unc.edu/ for other primary source documents from this time. CMS Social Studies – Revised 2013‐2014 9 – Unit 3 – Internal Conflict CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. CMS Social Studies – Revised 2013‐2014 Created by Diane Crumley and Brian Bongiovanni 10 – Unit 3 – Internal Conflict CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Unit 3 Topic Guide: Growth of a Nation Conceptual Lens: National Identity Essential Questions: 1. What factors led to Westward Expansion and what was the impact of Westward Expansion on the development of the United States? 2. What factors led to the decline of North Carolina during the Rip Van Winkle era? 3. How did technology, innovation, and culture influence regional differences in pre‐Civil War America? 4. How did the institution of slavery impact individual and regional development? 5. How did America’s desire for resources create a negative interaction with Native Americans? Overview: Following the creation of the US government there were multiple factors that caused the United States to expand its original borders. The US formed its current continental borders through force, finance, and negotiation. Expansion had positive effects for certain groups or demographics which can severely impact the living conditions of another. During this same time period the United States was forced to defend itself from foreign powers during the War of 1812. This war also provided the United States with a sense of increased nationalism. Standards: H.1, H.1.1, H1.2, H.1.3, H.1.4, H.3.2, H.3.4, G.1, G.1.1, G.1.3, C&G1.4, C&G.2.3, C.1.1
Timeframe: 1781‐1861 Key Vocabulary: Tier 1 Migration Settlement Acquire negotiation Voting Movement Territory removal Tier 2 Propaganda
Sectionalism Capital investment Economic Divide – Plantation vs. Industry Suffrage Cession infrastructure CMS Social Studies – Revised 2013‐2014 Created by Diane Crumley and Brian Bongiovanni Tier 3 Trail of Tears
Louisiana Purchase Gold Rush (NC and CA) Manifest Destiny Indian Removal Act – 1830 Cotton Gin Rip Van Winkle Era War of 1812 Constitution – 1835 Lewis and Clark Expedition Monroe Doctrine Impressments 11 – Unit 3 – Internal Conflict CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Key Andrew Jackson People: Cherokee Lewis and Clark Connections: Before Topic is taught (prior learning): This topic should make clear to students the concepts of conflict and compromise and their role in creating a structure of government that would fairly represent the voice of the citizens of America while being able to make decisions domestically and internationally. After Topic is taught (anticipated learning):
This topic will establish background knowledge about a changing and expanding nation to provide the context for examining the growing internal conflict which culminates during the Civil War period. This topic can also be used to examine the positive and negative effects of the nation’s growth from differing perspectives (natives vs. settlers, expansion of slavery vs. abolition, progress vs. decline) One way to examine these might be through the law of unintended consequences. CMS Social Studies – Revised 2013‐2014 Created by Diane Crumley and Brian Bongiovanni 12 – Unit 3 – Internal Conflict CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. RESOURCES Unit 3 Internal Conflict Topic Guide‐ Growth of a Nation Resource Title Location General History Channel http://www.history.com/topics/westward‐expansion
Resources Lewis and Clark http://www.pbs.org/lewisandclark/
California Gold Rush http://memory.loc.gov/ammem/cbhtml/cbhome.html
Mexican War ‐ PBS Settlement and Exploration http://www.pbs.org/kera/usmexicanwar/index_flash.
html http://www.animatedatlas.com/index.html
African Americans in the West http://www.pbs.org/wgbh/aia/part4/4narr4.html
Westward Expansion http://www.loc.gov/teachers/classroommaterials/pri
marysourcesets/westward/ Western Challenges through visual discovery http://edsitement.neh.gov/lesson‐plan/oregon‐
trail#section‐19992 Gold Rush Game http://www.pbs.org/wgbh/amex/goldrush/sfeature/g
ame.html Quizlet Flash Cards http://quizlet.com/16069517/us‐history‐westward‐
expansion‐flash‐cards/ CMS Social Studies – Revised 2013‐2014 Created by Diane Crumley and Brian Bongiovanni Summary The main page for History Channel resources surrounding the westward expansion of the United States. Articles, videos, and primary sources This link provides in‐depth resources about the explorations of Lewis and Clark
First person accounts of the California gold rush
PBS site exploring the US‐Mexican war. Animated with primary sources and maps This has a 10 minute animated map with narration of the settlement and exploration of North America This site explores the contributions of African‐Americans to westward expansion
This Library of Congress resources has teacher guides and other artifacts to help teachers plan for westward expansion instructions This lesson allows students to experience the challenges faced by early western pioneers through pictures. Activities and guide are provided In this role playing game students learn about the gold rush from one of 5 culturally diverse perspectives. Students must use decision making skills while learning content This is a quiz from quizlet about Westward expansion. This site can be used to create review quizzes for your students or they can create their own quizzes or flash cards 13 – Unit 3 – Internal Conflict Performance Task – Growth of a Nation PERFORMANCE TASK GENERALIZATIONS:
‐ The blending of regional differences may give rise to natural identity. ‐ Geography impacts how economics and culture develop over time. ‐ The desire to migrate may be influenced by economic reasons WHAT?: A combined map and timeline of American expansion during the period of Manifest Destiny that summarizes how expansion affected America and natives to the lands America acquired. This will be completed in pairs. WHY?: In order to understand the motivators and consequences, both positive and negative, for the settlers, native inhabitants, and the country as a whole as America expanded from "Sea to Shining Sea." HOW?: Use of PowerPoint to add on to a base image in order to explain a historical progression. Color‐coded key of push/pull factors. Original art/symbols and internet resources. Enrichment opportunities include use of animations, sound, and possibly other programs students are familiar with. Performance Task Summary: Create a map and timeline of the expansion of the United States from “Sea to Shining Sea” that explains major successes and struggles that a young nation experienced contributing to the development of a national identity. Performance Task Criteria  Key dates of expansion  Summarization of key dates  Correlation of date and map graphic  Impact on America, settlers, native inhabitants Process  Synthesize Cornell notes and informational text on US expansion  Story board historical progression  Insert information on various affected groups.  Design and create high quality slide show CMS Social Studies – Revised 2013‐2014 14 – Unit 3 – Internal Conflict Performance Task – Growth of a Nation Content Elements for the Performance SCORING GUIDE A=93‐100, B=92‐85, C=84‐77, D=76‐70, F=69 & below Map/Timeline:
 Dates are accurate  Territory boundaries are accurate  Summaries are accurate Historical Progression:
 Dates and Map are correlated  Push and Pull factors are color coded in key  Impact on affected parties is accurate PowerPoint(Technology Product):
 Organization  Creativity  Instructional / Engaging  Structure/ grammar CMS Social Studies – Revised 2013‐2014 Possible Points or %
(Final Numbers = 100) 10 10 15 35 10 10 15 35 15 5 5 5 30 Self‐‐
Teacher
‐Assessment Assessment
(Final Numbers (Final = 100) Numbers = 100) 15 – Unit 3 – Internal Conflict Assessment – Growth of a Nation 1.
What term did Americans use to explain “their belief that European Americans should own all the land between the Atlantic and the Pacific”? a. Expansion b. Gold Rush c. Manifest Destiny d. The Mexican Cession 2.
Which answer below best explains why the United States sought more land to expand their country? a. The country had an increasing population. b. The country needed more wealth and glory. c. The government needed more land for farming. d. Thomas Jefferson wanted to take the land from the French. 5.
6.
3.
How did the Manifest Destiny impact the United States? a. The United States ended slavery. b. The new land increased the size of the country. c. It created fruitful alliances with Native Americans. d. Mexico and America agreed to new trading relationships. What does the Manifest Destiny suggest about the United States’ attitude in the 1800’s? a. The US was content with organizing the land that they had. b. The US believed that they were powerful enough to defeat anyone. c. The US wanted to create positive relationships with other countries. d. The US felt inferior to some of the world superpowers, like England. CMS Social Studies – Revised 2013‐2014 Which answer below best explains the cause of the United States’ involvement in the War of 1812? a. The United States was an ally of the French. b. The Embargo Act of 1807 created tension with France. c. The British were at war with the French and the US wanted to be loyal. d. The impressments of US sailors by the British forced the US out of isolationism. 4.
Why were the explorations of Lewis, Clark and Pike important for the growth of the United States? a. The explorers made conquered Native Americans making it easier for people to move west. b. The explorers built roads, which citizens used to move west. c. The explorers found more land in which to press the government to buy. d. The explorers were able to explore the newly gained Louisiana Territory. 7.
Which outcome below was the most significant for the United States after the War of 1812? a. No territory was lost. b. There was no winner of the war. c. The United States began trading again. d. The United States was more independent and able to manufacture its own goods. 8.
What did the Indian Removal Act of 1830 require of all Native Americans? a. All Cherokees had to sign a treaty to buy their land. b. All Cherokees to give up land east of the Mississippi River. c. All Native Americans living west of the Mississippi River had to stay there. d. All Native Americans living east of the Mississippi River to move west of the river. 16 – Unit 3 – Internal Conflict Assessment – Growth of a Nation 9.
Why is the Indian Removal Act of 1830 such an embarrassment for the United States government? a. The United States was greedy in their quest for land. b. President Jackson created the Black Hawk War. c. The United States was able to gain more land from the Native Americans. d. The Trail of Tears, forced by the US government, caused the death of thousands of Cherokee. Use the map to answer question 12. Which land was acquired during the Mexican‐
American War? a. A b. D c. C d. E 13. The mountain men explored much of the West in their search for what? a. gold. b. farmland. c. furs. d. wagon routes. 10. Which answer below best explains how the North Carolina Gold Rush helped improve the state? a. It brought many new farmers to the state. b. It helped increase the population of the state. c. The new money brought improvements to the state’s education system. d. The opportunities from the gold rush helped create new currency. 11. How did President Polk ensure that the Manifest Destiny was achieved? a. President Polk purchased all of the land the US controlled. b. Polk gave farmers land in exchange for military service c. He helped create a stronger army to go to war for the land. d. President Polk created treaties and went to war with other countries for land. 14. The Mormons moved west to Utah seeking a place where they could do what? a. strike it rich finding gold. b. escape poverty and debt. c. find fertile land. d. follow their faith in peace. 15. What brought the Forty‐Niners to California? a. the discovery of gold. b. California statehood. c. the search for beaver furs. d. trade with Californios. CMS Social Studies – Revised 2013‐2014 17 – Unit 3 – Internal Conflict Assessment – Growth of a Nation 16. What generally happened to Chinese immigrants in California? a. were respected for their culture. b. made more money than the forty‐niners. c. had to return to China after a year. d. experienced prejudice and discrimination. 17. Joseph Smith, founder of the Mormon religion, believed in common ownership of property and what? a. polygamy. b. revolution. c. War with Mexico. d. discrimination again the Chinese 18. How did President James Polk deal with the dispute between the U.S. and Great Britain over Oregon Country in the 1840s? a. He agreed to continue “joint occupancy” of Oregon. b. He stood up to Great Britain by seizing all of Oregon by force. c. He gave in to Britain by ceding most of Oregon. d. He compromised with Britain by accepting half of Oregon. 19. In the Texas War of Independence, the Texans fought who for their independence? a. the United States. b. Mexico. c. Spain. d. the Californios. 20. Which of the following is a correct statement about the outcome of the Texas War for Independence? a. The Texans won the war and joined the United States as a state. b. The Mexicans won and regained control of Texas. c. The U.S. won the war and established control of Texas. d. The Texans won the war and formed an independent country called the Lone Star Republic. CMS Social Studies – Revised 2013‐2014 Constructed Response 1. How did the idea of Manifest Destiny affect the development of the United States? 2. Explain one example of people who were not provided with the protections promised by the Constitution of the United States during period of US expansion. 3. How did the War of 1812 prove to the world that the US was a free and independent nation and also increase national patriotism? 18 – Unit 3 – Internal Conflict CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. CMS Social Studies – Revised 2013‐2014 Created by Diane Crumley and Brian Bongiovanni 19 – Unit 3 – Internal Conflict CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Unit 3: Civil War and Reconstruction Conceptual Lens: Freedom and National Identity Essential Questions: 1. How did geography and cultural differences impact the economic development of the north and the south? 2. How did sectionalism cause the Civil War? 3. How does civil war impact a country’s national identity? 4. How did Reconstruction impact the United States? Overview: Differing social and economic ideologies between the North and the South caused conflict leading to the Civil War. Compromises were attempted as the nation was expanding to try and avert a civil war; however the issue of slavery proved to be an insurmountable obstacle for national unity. This led to the secession of the Confederate States and the beginning of war. As the war progressed, military and political strategies, along with economic difficulties led to the Northern victory to reunite the country and end the institution of slavery. During Reconstruction, the United States faced many challenges in reuniting the country. These included incorporating a newly emerging class of citizens, the need to transform the Southern economy, and overcoming sectional division. Standards: H.1, H.1.1, H1.2, H.1.3, H.1.4, H.2, H.2.1, H.2.2, H.2.3, H.3, H.3.2, H.3.3, H.3.4, G.1.3, C&G.1, C&G.1.1, C&G.1.3, C&G1.4, C&G.2, C&G.2.3
Timeframe: 1820‐1877 CMS Social Studies – Revised 2013‐2014 Created by Diane Crumley and Brian Bongiovanni 20 – Unit 3 – Internal Conflict CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Key Vocabulary: Tier 1 Tier 2 Tier 3 Sectionalism Secession
Slave codes
Slavery Suffrage Antebellum Fort Abolition Missouri Compromise Equality Emancipate Compromise of 1850 War Union Fugitive Slave Act 1850 Compromise Reconstruction Underground Railroad freedom Sharecropping Anaconda Plan Tenant farming Dred Scott vs. Sanford Impeachment Kansas‐Nebraska Act John Brown Freedman’s Bureau Black Codes Carpetbaggers Scalawags Confederate States of America Ku Klux Klan Nat Turner’s Rebellion Bleeding Kansas Harper’s Ferry 13th, 14th, 15th Amendments Compromise of 1877 Key Abraham Lincoln People: Jefferson Davis Ulysses S. Grant Robert Lee Andrew Johnson Connections: Before Topic is taught (prior learning): Prior learning will establish background knowledge about a changing and expanding nation to provide the context for examining the growing internal conflict which culminates during the Civil War period. This unit can be used to examine the positive and negative effects of the nations growth from differing perspectives (natives vs. settlers, expansion of slavery vs. abolition, progress vs. decline). One way to examine these might be through the law of unintended consequences. After Topic is taught (anticipated learning):
This topic will examine the internal conflict of the Civil War period and the plan and action of repairing the damages after democratic solutions were ineffective. This examination will include the political, social, cultural, and economic repercussions of the Civil War and how dynamics of putting the Union back together including but not limited to incorporating newly freed slaves into society, accepting rebelling states and soldiers, and changing the plantation economy of the south. Students will be able to tie in this learning to the challenges faced by African Americans as they fight for equality politically, socially, and economically up to modern time. CMS Social Studies – Revised 2013‐2014 Created by Diane Crumley and Brian Bongiovanni 21 – Unit 3 – Internal Conflict CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. RESOURCES Unit 3 Internal Conflict Topic Guide‐ Civil War and Reconstruction Resource Title Location NC Secession http://www.learnnc.org/lp/editions/nchist‐civilwar/4589
NC Secession http://www.learnnc.org/lp/editions/nchist‐civilwar/4647
Southern Declaration Fort Sumter Image http://www.civilwar.org/education/history/primarysources/
declarationofcauses.html http://www.learnnc.org/lp/multimedia/9998
Lincoln on Secession http://www.nps.gov/liho/historyculture/secunlawful.htm
Republican Political http://elections.harpweek.com/1860/cartoon‐1860‐
Cartoon Medium.asp?UniqueID=1&Year=1860 1860 Political Cartoon http://elections.harpweek.com/1860/cartoon‐1860‐
Medium.asp?UniqueID=2&Year=1860 Impending Crisis of the http://www.digitalhistory.uh.edu/documents/documen
South ts_p2.cfm?doc=25 Freedman's Bureau http://valley.lib.virginia.edu/papers/B1109
Reconstruction Images http://digital.nypl.org/schomburg/images_aa19/recons
t.cfm Summary “North Carolinians debate secession.” There were many different arguments for and against secession, and the excerpts on this page reflect a range of viewpoints expressed by North Carolinians Excerpt from “The Story of a Confederate Boy in the Civil War.” The differences of opinion about secession in Johnston’s hometown are similar to those in the mountains and northern Piedmont of North Carolina “The Declaration of Causes of Seceding States (Georgia, Mississippi, South Carolina, Texas, Virginia).” Transcripts. Lengthy; teachers will need to choose excerpts “Fort Sumter from the Battery (image).” A view of the battle of Fort Sumter from the Charleston Battery “Secession is unlawful.” Excerpts from President Lincoln’s speeches
“The Union must and shall be preserved!” Political cartoon of a campaign banner for the Republican ticket in 1860’s presidential election “Grand National Union Banner for 1860.” Political cartoon of a campaign banner for the Constitutional Union Party ticket in 1860’s presidential election “The Gathering Storm.” Book excerpt from The Impending Crisis of the South. Argued that slavery was incompatible with economic progress. Using statistics drawn from the 1850 census, Helper maintained that by every measure the North was growing far faster than the South and that slavery was the cause of the South's economic backwardness “Freedmen's Bureau Records: W. Storer How to Orlando Brown, August 8, 1865.” How's first report as Bureau Superintendent in Staunton, Virginia sheds light on the early post‐
war situation of freed blacks. He writes that their new freedom seems tenuous as their former masters threaten to reestablish slavery once Union troops have left Images to provide visuals during the Reconstruction era of American History.
CMS Social Studies – Revised 2013‐2014 Created by Diane Crumley and Brian Bongiovanni 22 – Unit 3 – Internal Conflict Performance Task – Civil War PERFORMANCE TASK GENERALIZATIONS:
‐ An individual’s or group’s political perspective may influence decision making. ‐
Civil conflict may be influenced by multiple factors such as economy, rights and slavery. ‐
The ability of society to adapt to environmental factors influences economic growth. ‐
Geography impacts how economics and culture develops over time. ‐
WHAT?: Write a speech supporting Abraham Lincoln's Emancipation Proclamation. Include in your speech specific passages from the document that support the complexity of this document beyond freeing slaves. Explain how this document also targeted the North, Europe, the South's economy, Lincoln's views on slavery, and the power of the executive branch. Compare it to one other document that had wider implications than previously learned. WHY?: Students need to analyze primary sources to gain more depth of understanding than their elementary experience and evaluate the goals of important documents and the extent to which those goals are achieved. HOW?: Analyze excerpts from the Emancipation Proclamation. Using a graphic organizer identify which selections target the North, Europe, the south's economy, Lincoln's views on slavery, and the power of the executive branch. Compare the complexity of the Proclamation to documents such as the Declaration of Independence, Andrew Jackson's relocation of Native Americans, ect. Performance Task Summary: Analyze Abraham Lincoln’s Emancipation Proclamation and create a speech explaining its intended purpose towards those involved and potentially involved in the Civil War. Be sure to include how it reflected Lincoln’s view on slavery on similarities it has with other important American documents. Performance Task Criteria  Passages chosen that align with goals  Explanation and evaluation of targets.  Comparison of other document  Well written speech Process  Read and analyze excerpts from the Emancipation Proclamation  Research key ideas and contributors to the Civil War  Evaluate how the document was meant to influence ideas and contributors  Evaluate how the document reflected the idea of the author CMS Social Studies – Revised 2013‐2014 23 – Unit 3 – Internal Conflict Performance Task – Civil War Possible Points or %
(Final Numbers = 100) Content Elements for the Performance SCORING GUIDE A=93‐100, B=92‐85, C=84‐77, D=76‐70, F=69 & below Writing: 
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10 10 10 10 40 Strong introduction Primary passages included Strong conclusion Grammar / Structure Content:  Passages included and aligned with goals of Proclamation  Explanation of how each element was targeted by the Proclamation  Evaluation of the success of its goals. 20 20 20 60 CMS Social Studies – Revised 2013‐2014 Self‐‐
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(Final Numbers (Final = 100) Numbers = 100) 24 – Unit 3 – Internal Conflict Assessment – Civil War 1.
The Civil War began on April 12, 1861 with the Confederate attack on what Union fortress in Charleston harbor? a. Fort Henry b. Fort McKinley c. Fort Knox d. Fort Sumter “A house divided against itself cannot stand. I believe this government cannot endure permanently half slave and half free.” Abraham Lincoln, 1858 2.
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According to this quotation, what did Abraham believe? a. The Southern states should be allowed to secede. b. Sectional differences threatened to destroy the Union. c. Slavery was immoral and should be abolished immediately. d. To save the nation, the North should compromise with the South on slavery. Before the Civil War, why did slavery expand in the South rather than in the North? a. Northern states passed affirmative action legislation. b. Congress passed a law forbidding slavery in the North. c. Geographic conditions in the South encouraged the development of large plantations. d. The Constitution contained a clause that outlawed the importation of slaves into the Northern states. What was the key issue that divided the nation and led to the Civil War? a. Slavery b. Religion c. Expansionism d. Foreign Policy CMS Social Studies – Revised 2013‐2014 5.
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What was the purpose of the Anaconda Plan by the Union during the Civil War? a. To stop the movement of Lee’s army b. To stop the flow of supplies to troops c. To promote trade with European nations d. To provide transportation for runaway slaves With the surrender of Lee at Appomattox, the Confederacy lost the Civil War. Which answer below best explains why the Union gained their victory? a. They surrounded the Confederacy and force a treaty b. The Union had a navy and could blockade harbors c. The Confederacy had limited resource to support the army d. The Union had a European alliance at the end of the war 7.
In their plans for Reconstruction, what did both President Abraham Lincoln and President Andrew Johnson seek to accomplish? a. Punish the South for starting the Civil War b. Force the Southern States to pay debts to the Federal Government c. Allow the Southern States to reenter the nation as quickly as possible d. Establish the Republican Party as the only political party in the South 8.
What do the 13th, 14th, and 15th Amendments to the Constitution of the United States all have in common? a. civil rights b. checks and balances c. rapid economic change d. government organization 25 – Unit 3 – Internal Conflict Assessment – Civil War 9.
Which newspaper headline would have appeared during the Reconstruction Period after the Civil War? a. “Black Codes End” b. “Former Slaves Made Citizens” c. “Emancipation Proclamation Issued” d. “Supreme Court Issues Dred Scott Decision” Use the following excerpt to answer question 10. “No state shall make or enforce any law which shall abridge the privileges . . . of citizens . . . nor shall any state deprive any person of life, liberty, or property, without due process of law. . . .” 10. According to the passage, what was the major purpose of the 14th Amendment? a. Maintain competition in business b. Expand the civil rights of women c. Protect the rights of African Americans d. Limit the power of the federal government 11. Lincoln's primary goal early on was to do what? a. take personal control of the army and crush the South militarily. b. stay clear of criticism by letting events take their own course. c. free the slaves within the border states, as indicated by Fremont's request. d. keep the Union together and reconcile the South as soon as possible. CMS Social Studies – Revised 2013‐2014 12. The paper bank notes issued by the federal government under the Legal Tender Act of February 1862 became known from their colors as what? a. yellow tickets. b. golden notes. c. red checks. d. greenbacks. 13. The Emancipation Proclamation did what? a. freed only the slaves in the Confederate controlled territory. b. freed all the slaves in both the North and the South. c. was made possible by the Thirteenth Amendment. d. freed only the slaves in the Border States. 14. The Thirteenth Amendment did what? a. was greeted with caution by Lincoln. b. carried out the proposals of the Emancipation Proclamation. c. was unnecessary after the Emancipation Proclamation was issued. d. banned slavery only in the states in rebellion. 14. The night‐riding organization determined to limit the political and economic gains of freedmen during Reconstruction was who? a. National Alliance. b. Aryan Brotherhood. c. Ku Klux Klan. d. Confederate Knights of America. 26 – Unit 3 – Internal Conflict Assessment – Civil War 15. The destruction of slavery resulted in what immediate action? a. widespread land ownership by Southern blacks. b. widespread land confiscation in the South. c. the realization of social equality for freedmen under the Fourteenth Amendment. d. the spread of sharecropping and tenant farming across the South. 16. Federal Reconstruction policies resulted in what? a. the reality of political, economic, and social equality for freedmen b. payment to those Southern freedmen who had fought as slaves in the Civil War for the South c. the passage of the Fourteenth Amendment and the Civil Rights Act, which promised full citizenship rights to former slaves 17. The major issue of Reconstruction was how to do what? a. to deal with the physical devastation of the war b. to ease the transition of freedmen from slavery to freedom c. to regularize relations between the former Confederate states and the United States government d. to improve the economic situation throughout the South 18. President Lincoln's reconstruction plan was designed to do what? a. bring the South back into the Union as rapidly as possible b. guarantee civil rights for the freedmen c. delay the establishment of recognized southern state governments d. appease Northerners who sought revenge for their wartime losses CMS Social Studies – Revised 2013‐2014 19. Laws passed by Southern states to restrict the freedom of blacks were known as what? a. black codes b. emancipation regulations c. bounded rules d. tolerance policy 20. Most African‐Americans sought economic self‐sufficiency through ownership of what? a. land b. horses c. pigs and cattle d. farming equipment 21. The system under which individual families contracted with landowners to work a plot of land in return for a portion of the resulting crop is known as what? a. crop lien b. sharecropping c. land rent d. agricultural exchange 22. Northerners who went South after the Civil War to reform and modernize the South and to make their own fortunes were called what? a. interlopers b. privateers c. trespassers d. carpetbaggers 27 – Unit 3 – Internal Conflict Assessment – Civil War 23. Native Southern whites who joined the Republican Party and worked with freedmen and the Northerners who came to make their fortune were known as what? a. good‐for‐nothings b. scalawags c. ne'er‐do‐wells d. troublemakers Constructed Response 1.
How did geography in the colonial period impact the development of the North and South and set the stage for the Civil War? Use the following excerpt from the Emancipation Proclamation to answer question 2. "That on the first day of January, in the year of our Lord one thousand eight hundred and sixty‐three, all persons held as slaves within any State or designated part of a State, the people whereof shall then be in rebellion against the United States, shall be then, thenceforward, and forever free; and the Executive Government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of them, in any efforts they may make for their actual freedom. Abraham Lincoln 2.
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How did the Emancipation Proclamation impact the outcome of the Civil War? What was Reconstruction and how did ex‐Confederate states resist its enforcement? CMS Social Studies – Revised 2013‐2014