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Integrated United States History The Civil War SS0806 Eighth Grade Social Studies: Integrated United States History Unit 6: The Civil War Big Picture Organizer Overarching Question: Why is the Civil War era considered a pivotal chapter in American history? Previous Unit: This Unit: The Coming of the Civil War Next Unit: The Civil War Reconstruction Questions To Focus Assessment and Instruction: 1. How did the Civil War affect Americans and American society? 2. How and why did the North win the Civil War? 3. How did Lincoln’s presidency affect the nation and its people? Michigan Citizenship Collaborative Curriculum www.micitizenshipcurriculum.org Page 1 of 13 September 4, 2008 Integrated United States History The Civil War SS0806 Graphic Organizer Michigan Citizenship Collaborative Curriculum www.micitizenshipcurriculum.org Page 2 of 13 September 4, 2008 Integrated United States History The Civil War High School Foundations (See F1.1 and F1.2) Analyze how American society moved towards or away from its core ideals as found in the Gettysburg Address. Use the Civil War to develop an argument/narrative about the changing character of American political society by discussing: • republican government, including the rule of law, inalienable rights, equality, and limited government • the competing views of the responsibilities of governments SS0806 Public Issues: • Liberty vs. Security: Competing interests of liberty and security. • Balance of Power: Distribution of power among central government, state governments, and the people. Unit Abstract In this unit students examine the course and character of the Civil War. Using charts and graphs, students begin by analyzing the respective advantages and disadvantages of the Union and the Confederacy on the eve of the Civil War. In analyzing how and why the North won the war, students analyze Lincoln’s presidency with respect to his military and political leadership. They also examine turning points in the war and evaluate how political, military, and diplomatic leadership affected the outcome of the conflict. Particular attention is paid to the evolution of Lincoln’s emancipation policy and the relationship of his significant writings and speeches to the Declaration of Independence. Using recorded oral histories of enslaved blacks and documents written by Americans on both sides of the war, students investigate the character of the Civil War and its affect on American society. They explore the role of blacks during the war, including black soldiers and regiments and the increased resistance of enslaved peoples. They compare the motives for fighting and the daily life experiences of people from both sides during the war. Using a variety of primary and secondary sources, students construct generalizations about how the war affected combatants, civilians (including women), the physical environment, American society, and the future of warfare including technological developments. Throughout the unit students employ critical literacy strategies to explore the construction of historical interpretations and to evaluate how the Civil War has been portrayed. Focus Questions 1. How did the Civil War affect Americans and American society? 2. How and why did the North win the Civil War? 3. How did Lincoln’s presidency affect the nation and its people? Content Expectations 8 – U5.2.2: Make an argument to explain the reasons why the North won the Civil War by considering the • critical events and battles in the war • the political and military leadership of the North and South Michigan Citizenship Collaborative Curriculum www.micitizenshipcurriculum.org Page 3 of 13 September 4, 2008 Integrated United States History The Civil War SS0806 • the respective advantages and disadvantages, including geographic, demographic, economic and technological 8 – U5.2.3: Examine Abraham Lincoln’s presidency with respect to • his military and political leadership • the evolution of his emancipation policy (including the Emancipation Proclamation) • and the role of his significant writings and speeches, including the Gettysburg Address and its relationship to the Declaration of Independence. 8 – U5.2.4: Describe the role of African Americans in the war, including black soldiers and regiments, and the increased resistance of enslaved peoples. 8 – U5.2.5: Construct generalizations about how the war affected combatants, civilians (including the role of women), the physical environment, and the future of warfare, including technological developments. Key Concepts civil war Confederate States of America demographic/economic/geographic/technological advantages emancipation military and political leadership perspective/ point of view total war turning point Union Duration 3 weeks Topics for Lessons Lesson 1 – Comparing the North and South at the Brink of War Lesson 2 – Lincoln and the Preservation of Union Lesson 3 - Political and Military Leadership during the War Lesson 4 - The Course and Character of the War Lesson 5 - Developing an Emancipation Policy Lesson 6 - Combatants, African Americans, and Women in the War Lesson 7 – Comparing the Gettysburg Address and the Declaration of Independence Lesson 8 - Turning Points and Surrender Assessment Selected Response Items Michigan Citizenship Collaborative Curriculum www.micitizenshipcurriculum.org Page 4 of 13 September 4, 2008 Integrated United States History The Civil War SS0806 Constructed Response Items Extended Response Items Performance Assessments 8 – U5.2.4 8 – U5.2.5 After reading historical biographies or primary sources, explain in writing how several events from the Civil War era affected the lives of at least three of the following: Freed African Americans, enslaved African Americans, northern merchants, southern plantation owners, southern farmers, Union or Confederate soldiers, women, and children. 8 – U5.2.2 Create a propaganda poster for the war from the perspective of one side. The poster should include at least three of the following reasons that side will prevail: geographic, demographic, economic, technological, and/or leadership advantages. 8 – U5.2.3 Create two political cartoons (one from the perspective of the North and one from the South) that characterizes Lincoln’s presidency with respect to his military and political leadership. The cartoons should include a depiction of Lincoln’s decision to issue the Emancipation Proclamation or his speech at Gettysburg. Resources Equipment/Manipulative Computer with Internet access Student Resource A Nation Divided: The U.S. Civil War, 1861-1865. The History Place. 7 August 2008 <www.historyplace.com/civilwar/>. A Nurse’s View of Battle. About.com. 7 August 2008 <http://womenshistory.about.com/library/etext/bl_bullrun_001a.htm>. American History, Civil War Battles. About.com. 7 August 2008 <http://americanhistory.about.com/od/civilwarbattles/>. Assignment Discovery: America at War: Charge and Defeat. Discovery Channel School. 2004. United Streaming. 7 August 2008 <http://www.unitedstreaming.com/>. <http://www.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=A60D45B4-F25F42D1-AE66-4FC09685ACA9&tabStart=videoSegments>. (The first 13 segments on the Battle of Gettysburg). Michigan Citizenship Collaborative Curriculum www.micitizenshipcurriculum.org Page 5 of 13 September 4, 2008 Integrated United States History The Civil War SS0806 The Bonnie Blue Flag. Digital Tradition Mirror. 7 August 2008 <http://sniff.numachi.com/pages/tiBONBLUE;ttBONBLUE.html>. Civil War.com. 7 August 2008 <www.civilwar.com>. Civil War Letters: A Michigan Connection. Oakland University. 7 August 2008 <http://www.oakland.edu/civilwarletters-amichiganconnection/index.htm>. Civil War Women: Primary Sources on the Internet. Sallie Bingham Center. Duke University Libraries. 7 August 2008 <http://library.duke.edu/specialcollections/bingham/guides/cwdocs.html>. Fleischman, Paul. Bull Run. N.Y: Harper Trophy, 1995. Hamilton, Virginia. Anthony Burns. New York: Laurel Leaf Press, 1993. How Lincoln Won the 1860 Republican Nomination. Great American History. 29 February 2008 <http://www.greatamericanhistory.net/nomination.htm>. Linford, Lloyd. “When General Grant Lost His Cool.” Cobblestone: The History Magazine for Young People. Peterborough, NH: Cobblestone Publishers, April 1981: 30-31. Map of the Presidential Election of 1860. 29 February 2008 <http://teachpol.tcnj.edu/amer_pol_hist/fi/000000bd.htm>. Map Showing Distribution of Slaves. 29 February 2008 <http://memory.loc.gov/cgibin/map_item.pl?data=/home/www/data/gmd/gmd386/g3861/g3861e/ct000782.jp2&style=g md&itemLink=D?gmd:2:./temp/~ammem_aXIt::@@@mdb=mcc,gottscho,detr,nfor,wpa,aap, cwar,bbpix,cowellbib,calbkbib,consrvbib,bdsbib,dag,fsaall,gmd,pan,vv,presp,varstg,suffrg,n awbib,horyd,wtc,toddbib,mgw,ncr,ngp,musdibib,hlaw,papr,lhbumbib,rbpebib,lbcoll,alad,hh,a aodyssey,magbell,bbcards,dcm,raelbib,runyon,dukesm,lomaxbib,mtj,gottlieb,aep,qlt,coolbib, fpnas,aasm,scsm,denn,relpet,amss,aaeo,cola,tccc,curt,mharendt,lhbcbbib,eaa,haybib,mesn bib,fine,cwnyhs,svybib,mmorse,afcwwgbib,mymhiwebib,uncall,mfd,afcwip,mtaft,manz,llstbib ,fawbib,berl,fmuever,cdn,upboverbib,mussm,cic,afcpearl,awh,awhbib,sgp,wright,lhbtnbib,afc esnbib,hurstonbib,mreynoldsbib,spaldingbib,sgproto,mffbib,afc911bib,mjm,mnwp,rbcmillerbi b,molden,ww2map,hawp,omhbib,rbaapcbib,mal,ncpsbib,ncpm,lhbprbib,ftvbib,afcreed,aipn,c wband,flwpabib,wpapos,cmns,psbib,pin,coplandbib&title=Map%20showing%20the%20distri bution%20of%20slaves%20in%20the%20Southern%20States%20%2f%20projected%20%2 6%20compiled%20by%20A.%20von%20Steinwehr>. McClellan, Jim R. Historical Moments: Changing Interpretations of America’s Past. Vol. 1. 2d ed. Blacklick, OH: Dushkin/McGraw-Hill, Inc., 2000. 347, 349. Michigan Citizenship Collaborative Curriculum www.micitizenshipcurriculum.org Page 6 of 13 September 4, 2008 Integrated United States History The Civil War SS0806 Michigan Women in the Civil War. Michigan Teacher. The Historical Society of Michigan. 29 February 2008 <http://www.hsmichigan.org/pdf/chron/spring05/MTS.pdf>. Mitchell's New Traveller's Guide Through The United States, Showing the Rail Roads, Canals, Stage Roads &c. With Distances From Place To Place. 7 August 2008 <http://www.philaprintshop.com/images/mitchus60.jpg>. Mitchell's Traveller’s Guide Through The United States. A Map of the Roads, Distances, Steam Boat & Canal Routes &c. 7 August 2008 <http://www.philaprintshop.com/images/mitchus41.jpg>. Nystrom Atlas of United States History. Chicago: Nystrom Jerff Jones Education Division, 2004. Official Records of the War of The Rebellion. Shotgun’s Home of the Civil War. 7 August 2008 <http://www.civilwarhome.com/records.htm>. O’Reilly, Kevin. Book 2: Critical Thinking in United States History Series: New Republic to Civil War. Pacific Grove, CA: Critical Thinking Press & Software, 1993. 149-154, 158-176, 183187. Polacco, Patricia. Pink and Say. NY: Philomel, 1993. Rand McNally Atlas of American History. Skokie, IL: Rand McNally & Co., 1999. Reply to the Bonnie Blue Flag. Public Domain Music. 7 August 2008 <http://www.pdmusic.org/civilwar2/62rttbbf.txt>. Sarah Edmonds: The Role of Women in the Civil War. National Park Service. 7 August 2008 <http://nps-vip.net/history/museum/women/women.htm>. Sullivan Ballou Letter. The Civil War Home Page. 7 August 2008 <http://www.civilwar.net/pages/sullivan_ballou.asp>. Timeline. Civil War at Smithsonian. 7 August 2008 <http://www.civilwar.si.edu/timeline.html>. Timeline of the Civil War, 1861. Library of Congress. American Memory Project. 7 August 2008 <http://memory.loc.gov/ammem/cwphtml/tl1861.html>. Timeline of the Civil War, 1862. Library of Congress. American Memory Project. 7 August 2008 <http://memory.loc.gov/ammem/cwphtml/tl1862.html>. Timeline of the Civil War, 1863. Library of Congress. American Memory Project. 7 August 2008 <http://memory.loc.gov/ammem/cwphtml/tl1863.html>. Michigan Citizenship Collaborative Curriculum www.micitizenshipcurriculum.org Page 7 of 13 September 4, 2008 Integrated United States History The Civil War SS0806 Timeline of the Civil War, 1864. Library of Congress. American Memory Project. 7 August 2008 <http://memory.loc.gov/ammem/cwphtml/tl1864.html>. Timeline of the Civil War, 1865. Library of Congress. American Memory Project. 7 August 2008 <http://memory.loc.gov/ammem/cwphtml/tl1865.html>. United States Civil War. 7 August 2008 <www.us-civilwar.com>. Whitelaw, Nancy. “Rose Greenhow and Aunt Sally.” Cobblestone: The History Magazine for Young People. Peterborough, NH: Cobblestone Publishers, April 1981: 18-23. Wilson, Captain Barbara A. Women in the <http://userpages.aug.com/captbarb/femvets2.html>. Civil War. 7 August 2008 Teacher Resource 1860 Census Data. The Civil War Home Page. 7 August 2008 <http://www.civilwar.net/pages/1860_census.html>. The Battle of Gettysburg, 1863. EyeWitness to History. Ibis Communication. 7 August 2008 <http://www.eyewitnesstohistory.com/gtburg.htm>. Battle of Vicksburg Maps and Information. National Park Service. 7 August 2008 <http://www.nps.gov/archive/vick/maps/maps.htm>. Bruce Catton on the Emancipation Proclamation. National Parks Service. 7 August 2008 <http://www.nps.gov/anti/historyculture/catton.htm>. Bull Run Photograph. Son of the South. 7 August 2008 <http://www.sonofthesouth.net/leefoundation/bull-run/Union-Soldier.htm>. The Campaign for Vicksburg. National Park Service. 7 August 2008 <http://www.nps.gov/archive/vick/vcmpgn/vcmpgn.htm>. Civil War Battle Summaries by State. Heritage Preservation Society. National Park Service. 7 August 2008 <http://www2.cr.nps.gov/abpp/battles/bystate.htm>. Civil War Battles Casualties & Statistics, Generals, Life of a Soldier, Prisoners, & Military. Teaheroz.com. 7 August 2008 <http://www.teacheroz.com/Civil_War_Battles.htm>. Civil War Data. Digital History. 7 August 2008 <http://www.digitalhistory.uh.edu/historyonline/us20.cfm>. Civil War Quotations. WikiQuote. 7 August 2008 <http://en.wikiquote.org/wiki/Transwiki:American_History_Primary_Sources_The_Civil_War >. Michigan Citizenship Collaborative Curriculum www.micitizenshipcurriculum.org Page 8 of 13 September 4, 2008 Integrated United States History The Civil War SS0806 Civil War Sites on the Internet. Civilwarhome.com. 7 August 2008 <http://www.civilwarhome.com/cwsites.htm>. Contemporary Reactions to the Gettysburg Address. Cornell University Library. 7 August 2008 <http://rmc.library.cornell.edu/gettysburg/ideas_more/reactions_p3.htm>. Drafts of the Gettysburg Address. Library of Congress. 7 August 2008 <http://www.loc.gov/exhibits/gadd/gadrft.html>. Emancipation Proclamation. National Archives. 7 August 2008 <http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/images/ emancipation_01.jpg>. The Emancipation Proclamation – An Act of Justice. Franklin, John Hope. National Archives. 7 August 2008 <http://www.archives.gov/publications/prologue/1993/summer/emancipationproclamation.html>. Excerpt from Mary Henry Diary. Smithsonian Institute. 7 August 2008 <http://siarchives.si.edu/history/exhibits/documents/mary.htm>. Interview with Soldier Williams. American Memory Project. Library of Congress. 7 August 2008 <http://memory.loc.gov/cgibin/ampage?collId=mesn&fileName=027/mesn027.db&recNum=195&itemLink=D?mesnbib: 1:./temp/~ammem_lkZs::@@@mdb=mcc,gottscho,detr,nfor,wpa,aap,cwar,bbpix,cowellbib,c albkbib,consrvbib,bdsbib,dag,fsaall,gmd,pan,vv,presp,varstg,suffrg,nawbib,horyd,wtc,toddbi b,mgw,ncr,ngp,musdibib,hlaw,papr,lhbumbib,rbpebib,lbcoll,alad,hh,aaodyssey,magbell,bbc ards,dcm,raelbib,runyon,dukesm,lomaxbib,mtj,gottlieb,aep,qlt,coolbib,fpnas,aasm,scsm,den n,relpet,amss,aaeo,cola,tccc,curt,mharendt,lhbcbbib,eaa,haybib,mesnbib,fine,cwnyhs,svybi b,mmorse,afcwwgbib,mymhiwebib,uncall,mfd,afcwip,mtaft,manz,llstbib,fawbib,berl,fmuever, cdn,upboverbib,mussm,cic,afcpearl,awh,awhbib,sgp,wright,lhbtnbib,afcesnbib,hurstonbib,mr eynoldsbib,spaldingbib,sgproto,mffbib,afc911bib,mjm,mnwp,rbcmillerbib,molden,ww2map,h awp,omhbib,rbaapcbib,mal,ncpsbib,ncpm,lhbprbib,ftvbib,afcreed,aipn,cwband,flwpabib,wpa pos,cmns,psbib,pin,coplandbib>. Letter of J.W. Reid. National Park Service. 7 August 2008 <http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/12manassas/12facts2.htm>. The Historical New York Times Website. 7 August 2008 <http://www.nyt.ulib.org/>. O’Reilly, Kevin. Book 2: Critical Thinking in the United States History Series: New Republic to Civil War. Pacific Grove, CA: Critical Thinking Press & Software, 1993. 118-120. Michigan Citizenship Collaborative Curriculum www.micitizenshipcurriculum.org Page 9 of 13 September 4, 2008 Integrated United States History The Civil War SS0806 “Emancipation Proclamation: The Southern Reaction.” Slavery and Emancipation. 7 August 2008 <http://civilwar.bluegrass.net/SlaveryAndEmancipation/emancipationproclamation2.html>. Strategic Situation Map. Vicksburg. National Park Service. 7 August 2008 <http://www.nps.gov/archive/vick/maps/stratsit.htm>. Resources for Further Professional Knowledge Foote, Shelby. The Civil War: A Narrative. (3 Vol. Set). London: Vintage Books, 1986. McPherson, James. Battle Cry of Freedom: The Civil War Era. New York: Oxford University Press, Inc., 2003. Paludan, Philip. A People’s Contest: The Union and Civil War 1861-1865. Kansas: University Press of Kansas, 1996. Thomas, Emory. The Confederate Nation. New York: Harper Perennial, 1981. Michigan Citizenship Collaborative Curriculum www.micitizenshipcurriculum.org Page 10 of 13 September 4, 2008 Integrated United States History The Civil War SS0806 Instructional Organization Lesson 1 – Comparing the North and South at the Brink of War Content Expectations: 8 – U5.2.2: Make an argument to explain the reasons why the North won the Civil War by considering the • critical events and battles in the war • the political and military leadership of the North and South • the respective advantages and disadvantages, including geographic, demographic, economic and technological Key Concepts: civil war, Confederate States of America, demographic/economic/geographic/ technological advantages, military and political leadership, perspectives, Union Lesson 2 – Lincoln and the Preservation of Union Content Expectations: 8 – U5.2.3: Examine Abraham Lincoln’s presidency with respect to • his military and political leadership • the evolution of his emancipation policy (including the Emancipation Proclamation) • and the role of his significant writings and speeches, including the Gettysburg Address and its relationship to the Declaration of Independence. Key Concepts: civil war, military and political leadership, Union Lesson 3 - Political and Military Leadership during the War Content Expectations: 8 – U5.2.2: Make an argument to explain the reasons why the North won the Civil War by considering the • critical events and battles in the war • the political and military leadership of the North and South • the respective advantages and disadvantages, including geographic, demographic, economic and technological 8 – U5.2.3: Examine Abraham Lincoln’s presidency with respect to • his military and political leadership • the evolution of his emancipation policy (including the Emancipation Proclamation) • and the role of his significant writings and speeches, including the Gettysburg Address and its relationship to the Declaration of Independence. Key Concepts: civil war, Confederate States of America, military and political leadership, Union Michigan Citizenship Collaborative Curriculum www.micitizenshipcurriculum.org Page 11 of 13 September 4, 2008 Integrated United States History The Civil War SS0806 Lesson 4 - The Course and Character of the War Content Expectations: 8 – U5.2.5: Construct generalizations about how the war affected combatants, civilians (including the role of women), the physical environment, and the future of warfare, including technological developments. Key Concepts: demographic/economic/geographic/technological advantages, military and political leadership, perspective/point of view, total war Lesson 5: Developing an Emancipation Policy Content Expectations: 8 – U5.2.3: Examine Abraham Lincoln’s presidency with respect to • his military and political leadership • the evolution of his emancipation policy (including the Emancipation Proclamation) • and the role of his significant writings and speeches, including the Gettysburg Address and its relationship to the Declaration of Independence. Key Concepts: civil war, emancipation, military and political leadership, Union Lesson 6 – Combatants, African Americans, and Women in the War Content Expectations: 8 – U5.2.4: Describe the role of African Americans in the war, including black soldiers and regiments, and the increased resistance of enslaved peoples. 8 – U5.2.5: Construct generalizations about how the war affected combatants, civilians (including the role of women), the physical environment, and the future of warfare, including technological developments. Key Concepts: emancipation, perspective/point of view, total war Lesson 7 - Comparing the Gettysburg Address and the Declaration of Independence Content Expectations: 8 – U5.2.3: Examine Abraham Lincoln’s presidency with respect to • his military and political leadership • the evolution of his emancipation policy (including the Emancipation Proclamation) • and the role of his significant writings and speeches, including the Gettysburg Address and its relationship to the Declaration of Independence. Michigan Citizenship Collaborative Curriculum www.micitizenshipcurriculum.org Page 12 of 13 September 4, 2008 Integrated United States History The Civil War SS0806 Key Concepts: military and political leadership, perspective/point of view, Union Lesson 8 - Turning Points and Surrender Content Expectations: 8 – U5.2.2: Make an argument to explain the reasons why the North won the Civil War by considering the • critical events and battles in the war • the political and military leadership of the North and South • the respective advantages and disadvantages, including geographic, demographic, economic and technological. Key Concepts: civil war, total war, turning points Michigan Citizenship Collaborative Curriculum www.micitizenshipcurriculum.org Page 13 of 13 September 4, 2008