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Proficiency-Based Learning Unit Planning Template
Unit Overview
Unit Title:
Civil War and Reconstruction
Teacher:
Grade Level/Course:
10
Length/Dates:
Traditional: 12; Block: 6
Unit Summary:
Stage 1: Desired Results
Graduation Competencies

HISTORY: Evaluate a variety of primary and secondary sources to apply knowledge of major eras, enduring themes,
turning points and historic influences to analyze the forces of continuity and change in the community, the state, the
United States and the world.
Performance Indicators
Benchmark Standards (Learning Goals)
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Performance Indicators
Benchmark Standards (Learning Goals)
A. Utilize research and inquiry skills to analyze history
using primary and secondary sources and evaluate the
credibility of those sources.
B. Develop credible explanations of the cause, course, and
consequences of historical events based on reasoned
interpretation of evidence.
C. Identify and critique diverse perspectives to explore
social, political, and economic relationships in history.
D. Determine the significant events, figures, organizations
and their contributions during historical eras and trace
the impact on enduring themes.
Review causes, course and consequences of the Civil War.
(A.2.1)
Assess the influence of significant people or groups on
Reconstruction. (A.2.2)
Describe the issues that divided republicans during the
early Reconstruction era. (A.2.3)
Distinguish the freedoms guaranteed to African Americans
and other groups with the 13th, 14th, and 15th
Amendments to the Constitution. (A.2.4)
Assess how Jim Crow Laws influenced life for African
Americans and other racial/ethnic minority groups. (A.2.5)
Compare the effects of the Black Codes and the Nadir on
freed people, and analyze the sharecropping system and
debt peonage as practiced in the United States. (A.2.6)
E. Analyze the effects of geography on cultures,
institutions, and the course of historical events.
Essential Question(s)
How has war shaped our way of life?
Enduring
Understanding
Big Idea/Theme: The Civil War was caused by economic, social, and political differences between the
North and the South. The most important of which was differing views on slavery. This brutal conflict
resulted in tremendous loss of life and property and brought major changes to the American way of
life.
Students will know…
Students will be able to…
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Students will know…
Students will be able to…
1. Sectionalism, Secede, State’s Rights, Popular Sovereignty,
Missouri Compromise, Compromise of 1850, Slave Codes,
Fugitive Slave Act, Kansas-Nebraska Act, Bleeding Kansas,
Dred Scott v. Sanford, Roger B. Taney, Abraham Lincoln,
Freeport Doctrine, Civil War, Blockade, Total War,
Anaconda Plan, Emancipation Proclamation, Vicksburg
Campaign, Battle of Gettysburg, Gettysburg Address, Union,
Confederacy, Election of 1860, Lincoln Douglas Debates
2. Abraham Lincoln, Radical Republicans, Andrew Johnson,
Amnesty, Scalawags, Carpetbaggers, 10% Plan, Freedmen’s
Bureau, O.O Howard, Thaddeus Stevens
3. 13th, 14th, 15th Amendments, Civil Rights, Civil Rights Act
of 1866
4. Civil Rights, Black Codes, Segregation, Sharecropping, Debt
Peonage, Lynching, Jim Crow, Nadir, Freedmen’s Bureau,
Civil Rights Act of 1866, Poll Tax, Literacy Test, Grandfather
Clause, Ku Klux Klan, Plessy v. Ferguson
1. Explain the causes of the Civil War
2. Describe the consequences of the Civil War
3. Assess the contribution or influence of
various players in the Civil War
4. Compare rights and freedoms of various
groups as outlined in the Constitution
5. Evaluate the influence of the Jim Crow Laws
on minority groups in the U.S.
6. Compare the effects of the Black Codes and the Nadir
on freed people, and analyze the sharecropping
system and debt peonage as practiced in the United
States. (A.2.6)
Stage 2: Evidence of Student Learning
Task Neutral Scoring Criteria
Indicator
A. Utilize research and
inquiry skills to analyze
history using primary and
secondary sources and
evaluate the credibility of
those sources.
Emerging
Identifies primary
and secondary
sources; Recognizes
basic information
(who, what, where,
when, why).
Progressing
Proficient
Summarizes contents
of evidence; Uses
primary and
secondary sources to
support argument.
Utilizes research and
inquiry skills to
analyze historical
events using primary
and secondary
sources and evaluate
the credibility of
Exceeds
Synthesizes
information from
multiple sources to
construct an
argument about the
past.
Page 3 of 8
those sources.
B. Develop credible
Describes the course
explanations of the cause,
of events; Lists
course, and consequences of causes and effects.
historical events based on
reasoned interpretation of
evidence.
Explains the ways
historical events are
connected to one
another; Summarizes
contents of evidence.
C. Identify and critique
diverse perspectives to
explore social, political, and
economic relationships in
history.
Recognizes social,
political and
economic
relationships;
Identifies point of
view.
Summarizes diverse
points of view
relating to social,
political and economic
relationships.
D. Determine the significant
events, figures,
organizations and their
contributions during
historical eras and trace the
impact on enduring themes.
Identifies significant
events, figures, and
organizations;
Describes how
figures and
organizations have
shaped significant
historical events.
Develops believable
explanations of the
cause, course, and
consequences of
historical events
based on wellthought-out
interpretation of
evidence.
Compares diverse
points of view to
explore social,
political, and
economic
relationships in
history.
Evaluates alternative
explanations of the
cause, course, and
consequence of
events.
Determines the
significant events,
figures, organizations
and their
contributions during
historical eras and
trace the impact on
enduring themes.
Synthesizes the longterm effects of
significant events,
figures, organizations.
Analyzes how social,
political, and
economic
relationships lead to
the formation of
varying points of
view.
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E. Analyze the effects of
geography on
cultures, institutions, and
the course of historical
events.
Identifies
geographical
features.
Describes the
advantages and
disadvantages of
various geographical
locations.
Analyzes the effects
of geography on
cultures, institutions,
and the course of
historical events.
Connects the effects
of geography to longterm trends and
themes in history.
Summative Assessment Task
Stage 3: Instructional Design
Hook or Entry Event
Pre-assessment
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Learning Targets
Formative Assessment(s)
Learning Experiences
 The Historian’s Apprentice: Evaluating Primary
and Secondary Sources (p. xvii Gateway text)
 Primary Source Analysis- What Caused the Civil
War? (DBQ)
 What led the Southern states to secede from the
Union in 1860 and 1861? (DBQ)
 Political Cartoon Analysis Graphic Organizer “Freesoiler” Cartoon (p.8 Gateway)
 SHEG Lesson: Emancipation Proclamation
Graphic Organizer –Compare and contrast the plans
for Reconstruction.
 Primary Source Analysis-DBQ: North or South
Who Killed Reconstruction?
 Political Cartoon Analysis Graphic Organizer “Worse Than Slavery” Cartoon
SHEG Lesson: Radical Reconstruction
 Political Cartoon- Draw a political cartoon that
illustrates the 13th, 14th, 15th Amendments
 Concept Map “Reconstruction” (p. 36 Gateway)
SHEG Lesson: Reconstruction SAC
 Analyze a sample of Black Codes -Using Document
Analysis Form
 PBS Documentary and Classroom Resources:
Slavery by Another Name
SHEG Lesson: Sharecropping
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Learning Targets
Formative Assessment(s)
Learning Experiences
 The Historian’s Apprentice: Evaluating Primary
and Secondary Sources (p. xvii Gateway text)
 Primary Source Analysis- What Caused the Civil
War? (DBQ)
 What led the Southern states to secede from the
Union in 1860 and 1861? (DBQ)
 Political Cartoon Analysis Graphic Organizer “Freesoiler” Cartoon (p.8 Gateway)
 SHEG Lesson: Emancipation Proclamation
Graphic Organizer –Compare and contrast the plans for
Reconstruction.
Page 7 of 8
Stage 4: Resources and Reflection
Resources (Aligned to Learning Experiences)

Student Reflection
Teacher Reflection
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