Download Unit 10 - Region 17

Survey
yes no Was this document useful for you?
   Thank you for your participation!

* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project

Document related concepts

Redeemers wikipedia, lookup

Issues of the American Civil War wikipedia, lookup

United States presidential election, 1860 wikipedia, lookup

Mississippi in the American Civil War wikipedia, lookup

United Kingdom and the American Civil War wikipedia, lookup

Union (American Civil War) wikipedia, lookup

Hampton Roads Conference wikipedia, lookup

Border states (American Civil War) wikipedia, lookup

Origins of the American Civil War wikipedia, lookup

South Carolina in the American Civil War wikipedia, lookup

Commemoration of the American Civil War on postage stamps wikipedia, lookup

Opposition to the American Civil War wikipedia, lookup

Thirteenth Amendment to the United States Constitution wikipedia, lookup

Gettysburg Address wikipedia, lookup

Jubal Early wikipedia, lookup

North-South Skirmish Association wikipedia, lookup

Commemoration of the American Civil War wikipedia, lookup

Transcript
Unit 10 Tutoring/Intervention Resources for Questions Missed
Question Correct
Number Answer
1
B
Standard(s)
R=Readiness Standard
S= Supporting Standard
8.1A R
(1) History. The student understands traditional historical points of reference in
U.S. history through 1877. The student is expected to
(A) identify the major eras and events in U.S. history through 1877, including civil war
“I have no purpose, directly or indirectly, to interfere with the institution of slavery in the States where it exists. I
believe I have no lawful right to do so, and I have no inclination to do so.
Those who nominated and elected me did so with full knowledge that I had made this and many similar
declarations and had never recanted them . . .
In doing this there needs to be no bloodshed or violence, and there shall be none unless it be forced upon the
national authority. The power confided to me will be used to hold, occupy, and possess the property and places
belonging to the Government and to collect the duties and imposts; but beyond what may be necessary for
these objects, there will be no invasion, no using of force against or among the people anywhere . . .
The Government will not assail you. You can have no conflict without being yourselves the aggressors. You
have no oath registered in heaven to destroy the Government, while I shall have the most solemn one to
"preserve, protect, and defend it."
Abraham Lincoln’s 1st Inaugural Address
1. Using Paragraph 1 and 2, what does Lincoln mean in the 2nd paragraph “had never recanted them”?
He has said he will not get rid of slavery and he has never taken back that statement.
2. Who does Lincoln say will start the war if there is to be a war?
Dissatisfied countrymen of the South
3. What does Lincoln vow to do?
Preserve, protect, and defend the Union
4. What must know date would be associated with this speech?
1861-1865
5. What era does this speech fall under?
Civil War Era
Question Correct
Number Answer
2
C
4, 7
D
Standard(s)
R=Readiness Standard
S= Supporting Standard
8.1C S
(1) History. The student understands traditional historical points of reference in
U.S. history through 1877.
(C) explain the significance of the following dates: 1861–1865, Civil War.
8.8B R
(8) History. The student understands individuals, issues, and events of the Civil War.
(B)explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and significant
events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and
Vicksburg; the announcement of the Emancipation Proclamation; Lee’s surrender at Appomattox Court
House; and the assassination of Abraham Lincoln
1. Fill in the impact of each of these events during the Civil War.
Civil War Battle
Fort Sumter
Impact
Battle of Antietam
Battle of Gettysburg
2. With the Union victory at Vicksburg, what plan were they able to implement?
(Hint- Use the illustration above.)
Question Correct
Number Answer
3, 13
C


Standard(s)
R=Readiness Standard
S= Supporting Standard
8.8A S
(8) History. The student understands individuals, issues, and events of the Civil War.
(A) explain the roles played by significant individuals during the Civil War, including Jefferson Davis,
Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln, and heroes such as Congressional Medal of Honor
recipients William Carney and Philip Bazaar
Rank and Organization: Sergeant, Company C, 54th Massachusetts Colored Infantry
Citation: When the color sergeant was shot down, the soldier grasped the flag, led the way
to the parapet, and planted the colors thereon. When the troops fell back he brought off
the flag, under a fierce fire in which he was twice severely wounded.
-Archive of the Congressional Medal of Honor Society
1. Which Medal of Honor recipient is described?
2. Label the boxes above. Which side has leaders of the Union and which side has leaders of the
Confederacy?
3. Label the pictures, and explain the significance of each individual.
Question Correct
Number Answer
5, 11, 14
C
9
A
Standard(s)
R=Readiness Standard
S= Supporting Standard
8.8C S
(8) History. The student understands individuals, issues, and events of the Civil War.
(C) analyze Abraham Lincoln’s ideas about liberty, equality, union, and government as contained in his
first and second inaugural addresses and the Gettysburg Address and contrast them with the ideas
contained in Jefferson Davis’s inaugural address.
8.22A S
(22) Citizenship. The student understands the importance of effective leadership in a constitutional
republic.
(A) analyze the leadership qualities of elected and appointed leaders of the United States such as George
Washington, John Marshall, and Abraham Lincoln
“It follows from these views that no State upon its own mere motion can lawfully get out of the Union; that resolves an
ordinances to that effect are legally void, and the acts of violence within any State or States against the authority of the
United States are insurrectionary or revolutionary, according to the circumstances.”
-Abraham Lincoln, first inaugural address, March 1861
1. How did Lincoln view the act of secession from the national government?
“Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in liberty, and
dedicated to the proposition that all men are created equal.”
-Abraham Lincoln, the Gettysburg Address, November 1863
“[The Southern states] have formed a new alliance, but in each state its government has remained as before the rights of
person and property have not been disturbed.”
-Jefferson Davis, Inaugural Address, February 1861
2. How do Davis’ views differ from Lincoln’s?
Positions of Political Parties Prior to the Civil War
?
?
Supported Abraham Lincoln in 1860
Split over slavery; had two candidates in 1860
No extension of slavery
Individual states should decide the slavery issue
3. What information best completes the table above?
Question Correct
Number Answer
6
D
15
C
Standard(s)
R=Readiness Standard
S= Supporting Standard
8.10C R
(10) Geography. The student understands the location and characteristics of places and regions of the
United States, past and present.
(C) analyze the effects of physical and human geographic factors on major historical and contemporary
events in the United States.
(12) Economics. The student understands why various sections of the United States developed different
patterns of economic activity.
(A) identify economic differences among different regions of the United States
1. Based on the economic differences between the North and the South, which region had more of an
advantage going into the Civil War? Explain.
Urbanization, Railroad Mileage, and Industrialization
Urban Population [millions]
1860 1870 1880 1890
6.2
9.9
14.1
22.1
% of U.S. Population in Cities
20%
25%
28%
35%
93
168
223
363
30.6
52.9
93.3
166.7
Cities over 10,000 in Population
Railroad Mileage [thousands]
2. Based on the table, what was one effect of industrialization on the United States in the decades following
the Civil War?
Question Correct
Number Answer
8
B
Standard(s)
R=Readiness Standard
S= Supporting Standard
8.21A S
(21) Citizenship. The student understands the importance of the expression of different points of view in
a constitutional republic.
(A) identify different points of view of political parties and interest groups on important historical and
contemporary issues
1. Which political party was split in the election of 1860?
2. How do you think that impacted the election?
3. What did the Republican party stand for in the election of 1860?
4. Why do you think so many people ran during the election of 1860?
5. What role do you think sectionalism played in the election of 1860?
Question Correct
Number Answer
10
A
Standard(s)
R=Readiness Standard
S= Supporting Standard
8.22B S
(22) Citizenship. The student understands the importance of effective leadership in a constitutional
republic.
(B) describe the contributions of significant political, social, and military leaders of the United States
such as Frederick Douglass, John Paul Jones, James Monroe, Stonewall Jackson, Susan B. Anthony,
and Elizabeth Cady Stanton.
1. What was General “Stonewall” Jackson’s major contribution to the Civil War?
2. What army did General Jackson serve under?
3. What leadership attributes do you think General Jackson possessed? Explain.
Question Correct
Number Answer
12
D
Standard(s)
R=Readiness Standard
S= Supporting Standard
8.8B R
(8) History. The student understands individuals, issues, and events of the Civil War.
(B)explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and significant
events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and
Vicksburg; the announcement of the Emancipation Proclamation; Lee’s surrender at Appomattox Court
House; and the assassination of Abraham Lincoln
"Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party
shall have been duly convicted, shall exist within the United States, or any place subject to their
jurisdiction."
1. Which amendment to the United States Constitution is shown above? Explain.
it is talking about abolishing slavery
13th-
"right of citizens of the United States to vote shall not be denied or abridged by the United
States or by any state on account of race, color, or previous condition of servitude."
2. Which amendment to the United States Constitution is shown above? Explain.
–it is talking about allowing all men to vote no matter what race.
15th
“All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens
of the United States and of the state wherein they reside. No state shall make or enforce any law which
shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any
person of life, liberty, or property, without due process of law”
3. Which amendment to the United States Constitution is shown above? Explain.
14th- if you are born in the U.S. you are a citizen
4. If you were a slave in the South, what would you do after the passage of the 13 th, 14th, and 15th
Amendments?