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The Civil War US History I – 9-12 The Civil War was perhaps the most significant event in American History. The war was both a culmination of a great many conflicts among Americans, but it also signaled the beginning of a modern era in the United States. The causes of the war, from slavery to the rights of states, are critical to evaluating the reasons men fought and killed their countrymen. The results of the war are as farreaching as the results of any war – the power of the federal government expanded, the loss of life had a devastating effect on American society as whole, and millions of previously enslaved African-Americans were freed. Students will study those and other outcomes in depth in order to better understand the United States today. Prior to this unit students will have completed units of study from Colonial America through the Nation Splits Apart. They will have knowledge of the nation’s founding principles and will have completed an in depth examination of the U.S. Constitution. Students will most recently have completed an analysis of the turmoil within the country as a result of westward expansion, the debate over slavery, and the changing political landscape. Stage 1 Desired Results ESTABLISHED GOALS USI.37 On a map of North America, identify Union and Confederate States at the outbreak of the war. USI.38 Analyze Abraham Lincoln’s presidency, including: Views on slavery The Election of 1860 Political obstacles the Emancipation Proclamation (1863) Seminal Primary Documents to Read: Lincoln’s Gettysburg Address (1863) and Lincoln’s second inaugural address (1865) USI.39 Analyze the roles and policies of various Civil War leaders and describe the important Civil War battles and events. Leaders Jefferson Davis Ulysses S. Grant Robert E. Lee Battles the Massachusetts 54th Regiment and the Battle at Fort Wagner Antietam Vicksburg Transfer Students will be able to independently use their learning to… Understand how recurring patterns in history can inform judgments about current events and other issues Analyze and resolve conflicts in order to work and live cooperatively with others Apply knowledge of political and social systems to participate actively as an informed citizen of a democracy Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS U1 – Leadership impacts the outcomes of war Q1 – How do we define leaders in our world? U2 – Access to technology and resources impact how wars are fought and decided. Q2 – How does technology affect the way the war is fought? U3 – War impacts the culture, politics, and economy of a society Q3 – What role does war play in a society’s history? U4 – The terms of treaties can influence whether peace is lasting Q4 – How can lasting peace be achieved? U5 – Conflicts can have significant costs and benefits for both winners and losers U6 – Different perspectives on the same argument can result in opposing but not opposite logic U7 – Secession is part of a broad theory that puts the governments of states above the federal government Q5 – How do we determine the real winners and losers of conflicts? Q6 – How do opinions form? How do people decide what side to take? Q7 – What rights do states have in their disagreements with the federal government? Q8 - Did the south have the right to secede from the union? Gettysburg CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas of primary or secondary sources CCSS.ELA-Literacy.RH.9-10.3 Determine whether events in a text caused later ones or simply preceded them CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of vocabulary describing political, social, or economic aspects of the Civil War 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.9-10.7 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 Acquisition Students will know… Students will be skilled at… Content Vocabulary, such as: Union, Analyzing primary and secondary sources Confederacy, Secession, Civil War, martial law, embargo, ironclads, Gatling gun, Explaining how the differing views regarding Emancipation, conscription, copperheads, slavery in the territories eventually produced habeus corpus, reconstruction southern secession and civil war (U6) Academic Vocabulary, such as: Analysis, context, summarize, assess, evaluate, predict, negotiate, persuade, examine Key arguments in the election of 1860 (U1) The significance of the results of the election of 1860, including its role in secession (U7) The states that seceded from the union and formed the Confederate States of America (Q8) Examining statistical data in analyzing the causes and effects of the war (U3) Summarizing the causes of the Civil War and key events leading up to the fall of Fort Sumter (U7) Predicting the nature of the war, including casualties, length of fighting, and level of violence (U1 U3 U5) Comparing and contrasting the state of affairs on opposing sides of an issue (U6 Q6) Arguments for and against secession (Q8) The attack on Fort Sumter and reactions in the North and South (U3) The importance of border states to President Lincoln (U1 U2) Military and political goals and strategies in the North and South (U2) Assessing the importance of culture, economics, and politics in the Civil War (U3) Interpreting maps of the nation from 18601865 (U2) Developing perspectives on the issue of secession, creating lasting peace, and reconstruction efforts (U4 U6 U7 Q5) 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 CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 9 read and comprehend history texts in the grades 9–10 text complexity band independently and proficiently. Military and political leaders of the Union and Confederacy (U1) Assessing the importance of geography and technology in the war (U2) The hardships faced by soldiers in the war and their families at home (Q3) Evaluating the positions of President Lincoln on both military and political issues (U1 Q1 U3 U5) The locations of major fighting and the landscape of the war (U5) New technology was significant in how the war was fought (U2) The confederate army had several important victories in the early years of the war (U1) The Emancipation Proclamation was issued as a wartime measure, not as a civil rights measure (U6) The Battle of Gettysburg sparked a turning point in the war (U1 U2) The Gettysburg Address helped redefine the war as a fight not just to save the Union, but as a fight for human equality (Q3) New leadership helped spark a change in momentum for the Union army (U1) The election of 1864 was a referendum on Lincoln’s ability as Commander-in-Chief (U1 U3) The wartime measures taken by Lincoln as an expansion of the Executive branch of the government (Q3) The relationship between President Lincoln and the Legislative and Judicial branches of government (Q1) The Thirteenth Amendment ended legal slavery in the United States forever (U3 U5 Q5) The war effectively ended with Robert E. Lee’s surrender to Ulysses S. Grant at Appomattox Court House, VA (U4 U5) Evaluative Criteria Explanation Interpretation Application President Lincoln’s assassination created turmoil in a newly reunified country, and resulted in a struggle for control of rebuilding the South (U4 U5) Stage 2 – Evidence Assessment Evidence TRANSFER TASK(S): Curriculum Embedded Performance Assessment It is the spring of 1865. The Civil War has cost the United States hundreds of thousands of lives. Casualties of the war numbered over one million, and the nation has suffered through four years of turmoil the likes of which it had never seen. Finally, in Appomattox Court House, Virginia, Confederate General Robert E. Lee has surrendered to Union Perspective Empathy Self-Knowledge Social studies specific, technology General Ulysses S. Grant. Before the healing can begin, peace must be negotiated. Goal –Your goal is to negotiate an effective agreement to end the war between the Union army and the Confederate army. Role – Your role will be one of the following: Union general Union newspaper reporter Supreme Court Chief Justice Salmon P. Chase Confederate general Confederate newspaper reporter Confederate Vice President Alexander Stephens Audience – The American people, Congress, and the President Situation – Confederate General Robert E. Lee is surrendering at Appomattox. For years his army has led a rebellion against the United States, styling itself as a fight for independence for a new nation, The Confederate States of America. As the war has wound down and the fighting is nearing its end, the readmission of the seceded states is becoming an issue in the national debate. Product Performance and Purpose – The final terms of peace should decide the outcome of the war and whether there is a real winner or loser. Peace negotiations should also determine the responsibilities of the states and federal governments in maintaining the peace. Standards and Criteria for Success – To be successful, each role must try to complete an individual task while working to complete the peace process: Union general – You believe the capital cities of the South must be occupied by the U.S. Army, and that troops must be from the North. This will ensure all U.S. laws are being followed and will prevent additional sedition in formerly rebelling states. Southern troops simply cannot offer those reassurances. Union newspaper reporter – You must relay the events of the process to your readers while painting the Union in a positive light, and painting the Confederacy in a negative light. Your reports should contain explanations of the causes of the war and how/if those causes are being addressed in the process. Supreme Court Chief Justice Salmon P. Chase – You must determine the best course of action for making the readmission of the confederate states as smooth as possible. Your job is critical to ensuring this peace is lasting. Confederate general – You believe that the former confederate states should resume their place among the United States, and the federal representatives and senators from the seceded states must return to Washington to re-establish themselves within the government. You are firmly against any occupation of the South by Northern troops. Confederate newspaper reporter – You must relay the events of the process to your readers while painting the Confederacy in a positive light, and painting the Union in a negative light. Your reports should contain explanations of the causes of the war and how/if those causes are being addressed in the process. Confederate Vice President Alexander Stephens – You will have the final say in whether the negotiation is acceptable. As the surrendering side, you must determine if the terms of peace are fair and reasonable for the conflict that took place. OTHER EVIDENCE: Complete I See/It Means and two-column notes of political cartoon and pie chart on election of 1860 Write a persuasive paragraph that answers the question: Can South Carolina Secede? Fort Sumter - You Decide Create an annotated timeline of secession Using a comparison graphic organizer, write a paragraph: In 1861, what was the Civil War about? Write a letter from the perspective of a soldier describing the conditions of military life during the war Examine opposing editorials on the Emancipation Proclamation and evaluate its effectiveness Examine the Gettysburg Address using a close textual reading Examine Lincoln’s 2nd Inaugural Address – Do his statements imply a fatalistic recognition that war was inevitable? Stage 3 – Learning Plan Summary of Key Learning Events and Instruction Lesson Plans to include: Lesson 1: Election of 1860 Activate prior knowledge of Lincoln’s view on slavery Predict the outcome of the presidential Election of 1860 Examine the electoral map of the election of 1860 (270towin.com) Predict the desired role of the federal government under Lincoln as it relates to slavery (Letter to Alexander Stephens) Lesson 2: Forming the Confederacy Debate the merits of the secession of South Carolina, see also epitaph Complete an annotated timeline of secession, from South Carolina to North Carolina (use of Crisis at Fort Sumter: Dilemmas of Compromise suggested for students) Analyze the importance of slavery in the seceded states’ economy and culture (“Corner Stone” Speech – Alexander Stephens) Lesson 3: Preparing for War Examine Lincoln’s argument against secession in Lincoln’s First Inaugural Address Compare and contrast opinions on the cause of the attack on Fort Sumter Identify the expectations of the war in the North and the South (Lincoln’s Proclamation calling militia) Assess the importance of “Border States” and the steps taken by Lincoln to secure them (9/22/1861 To Lose Kentucky Is to Lose the Whole Game) Compare the stated goals and strategies of the north and south at the beginning of the war (Crittendon Resolution) Lesson 4: The People of the Civil War Compare and contrast the important characteristics of Union and Confederate Generals, including Ulysses S. Grant and Robert E. Lee Examine the hardships and challenges faced by soldiers at war and their family members at home Analyze the role of African American soldiers Lesson 5: And the War Came Assess the importance of geography and technology in the war, including the value of naval strength, the use of new weaponry, and the importance of economic centers Evaluate the early successes of the Confederate Army at the onset of the war Examine the Emancipation Proclamation and its role as a military strategy Compare and contrast Union and Confederate leaders in the Battle of Gettysburg; evaluate the significance of the Battle of Gettysburg and the Gettysburg Address Analyze the impact of major battles, such as the Wilderness, Cold Harbor, and Spotsylvania, on the balance of power Evaluate the major issues of the election of 1864 Appraise Lincoln’s positions of the Union and Confederacy in his second inaugural address Lesson 6: The Law and the War Develop a perspective on Lincoln’s actions as Executive, including the suspension of Habeus Corpus, the use of martial law, and the expanded authority claimed by the President Analyze the role of War Democrats, Peace Democrats, and the Supreme Court in Lincoln’s wartime decisions Examine the purpose and the effects of domestic policies, including the Homestead Act and the Morrill Act Predict the effect of the Thirteenth Amendment on the slave population across the country Lesson 7: The War Ends Analyze the effect of the war on the power and centralization of the federal government Articulate the complications of Lee’s Surrender at Appomattox, including the steps necessary to ensuring a lasting peace among the states Speculate what might have been different if President Lincoln had not been assassinated Measure the costs and benefits of the war to save the union – was it worth it? Was it successful? What were the results?