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Social Studies – United States History Until 1877 CURRICULUM GUIDE TAKS Review and Preview (10 days) Essential Questions □ □ □ □ □ Essential Pre-requisite Skills What were the major events and issues that affected the United States and what were their effects? What were the major geographical influences on the history of the United States and what were their effects? What were the major social and economic issues and events that affected the United States from 1877 to the present and what were their effects? What were the major political influences on the United States and what were their effects? How can social studies skill be used to analyze social studies information? □ □ Using social studies skills to interpret and analyze information (Grade 1-Grade 7) Understanding political, social, and economic issues surrounding a historical event. (Grade 1-Grade 7) Instructional Model & Teacher Directions The teacher will… See your campus TAKS review plan for details on processes and the 8 th grade TAKS RAP Resource CD for lessons and strategies See the Student Review Guide on the TAKS RAP Resource CD Vocabulary: See the 8th Grade TAKS Rap Resource CD for vocabulary lists, lessons, and strategies Textbook – The American Republic to 1877 Print Resources So students can… History Alive Adventure Tales of America Media Resources PowerMediaPlus Ignite! Learning Differentiation What do you do for students who need further support? See the 8th Grade TAKS RAP Resource CD for vocabulary lists, lessons, and strategies. Evidence of Learning Interims/TAKS/Benchmark College-Readiness Anticipated Skills for SAT/ACT/College Board Released TAKS Test Questions (See Resource CD) What do you do for students who master the learning quickly? See the 8th Grade TAKS RAP Resource CD for vocabulary lists, lessons, and strategies. SAISD © 2008-09 – Fourth Grading Period Social Studies – Grade 8 Page 1 of 10 Social Studies – United States History Until 1877 Unit 10: The Coming of the Civil War CURRICULUM OVERVIEW Fourth Grading Period – Week 7 Big Idea Unit Rationale Enduring Understandings Differences between people or groups may become so severe that they are very difficult to resolve. The failure of compromise may make conflict inevitable Overarching Question Was slavery the primary cause of the Civil War? Why did compromises between the North and South fail before the Civil War? The spread of slavery to the territories became a focus for sectional tensions and congressional attempts at compromise. In the late 1850’s, compromise between pro slavery and anti slavery forces became almost impossible. Southern secession and Lincoln’s preserving the union made the Civil War inevitable. Lessons for this Unit □ Skills Concepts TEKS Lesson 1: The Causes of the Civil War TEKS Specificity - Intended Outcome TEKS 8.7 History I can A. Analyze the impact of tariff policies on sections of the United States before the Civil War. explain how the spread of slavery to new territories added B. Compare the effects of political, economic, and social factors on slaves and freed blacks. to the conflicts between the North and the South (8.7C) C. Analyze the impact of slavery on different sections of the United States. describe how people like John C. Calhoun, Henry Clay, D. Compare the provisions and effects of congressional conflicts and compromises prior to the Civil War, and Daniel Webster attempted to help the North and including the roles of John C. Calhoun, Henry Clay, and Daniel Webster. South compromise and how successful they were. (8.7D, TEKS 8.11 Geography 8.22B) B. Compare places and regions of the United States in terms of physical and human characteristics. compare the compromises reached before the Civil War TEKS 8.13 Economics based on what they included and what they A. Identify economic differences among different regions of the United States. B. Explain reasons for the development of the plantation system, the growth of the slave trade, and the spread of slavery.accomplished. (8.7D) explain why people wanted to spread slavery into the TEKS 8.19 Government newly acquired territories of the United States (8.13B) B. Evaluate the impact of selected landmark Supreme Court decisions including Dred Scott v. Sanford on life in the United States. compare the political, social, and economic differences TEKS 8.21 Citizenship between the North and the South (8.7A/C, 8.11B/8.13A) A. Identify reasons for and the impact of selected examples of civil disobedience in U.S. history such as Henry David Thoreau’s describe the impact that the case Dred Scott v Sanford refusal to pay a tax. had on the existing tensions in the United States (8.19B) TEKS 8.22 Citizenship B. Summarize a historical event in which compromise resulted in a peaceful resolution. TEKS 8.30 Social studies skills use social studies skills and terminology to analyze B. Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, information by various methods, and interpret/organize contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing information gathered from different types of resources. inferences and conclusions. (8.30 B/C, 8.31 A/B/C) C. organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps communicate historical information and research to others in TEKS 8.31 Social studies skills various forms. (8.30B/D) C. Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate D. Create written, oral, and visual presentations of social studies information. Evidence of Learning □ □ □ □ Given a list of descriptive sentences, students will identify the differences between the North and the South with 80% accuracy. Given a timeline, students will demonstrate their understanding by correctly sequencing events with 80% accuracy. Given a document based question, students will analyze primary and secondary sources to determine the causes of the Civil War. Given an era map graphic organizer, students will correctly identify and explain the characteristics and significance of the Civil War period with 80% accuracy. SAISD © 2008-09 – Fourth Grading Period Social Studies – Grade 8 Page 2 of 10 (3-5 days) Essential Questions □ □ Lesson 1: The Coming of the Civil War CURRICULUM GUIDE Essential Pre-requisite Skills Was slavery the primary cause of the Civil War? Could war between the North and South have been avoided? □ □ □ □ □ Civil War (4th grade) slavery (4th grade) Fort Sumter, beginning of Civil war (5th grade) How to read and interpret primary source documents (4th grade) Sequencing of events (K-7th grade) The Teaching Plan Instructional Model & Teacher Directions The teacher will… Use the History Alive! Textbook , Lesson Guide: Lesson 20, resources from the Social Studies website, and the Social Studies framework to conduct this lesson and daily classroom instruction Hook Have students complete the Preview on page 137 of the interactive notebook. Project Transparency 20 and pose the following questions What do you see in each picture? which picture represents people in the North? Which picture represents people in the South? What are both sides preparing to do? How does each side feel about the coming war? Introduce the graphic organizer for this unit on page 273 and direct students to read section 20.1 in History Alive! Experiential Exercise Place students in groups of four. Within the group, assign two students the role of northerner and two students the role of southerner. Distribute Reading Notes 20. Tell students, in this activity, to assume the role of a northerner or southerner and, like the statesmen before the Civil War, attempt to settle the issues in order to preserve the Union. Tell students that for each issue they will do the following: Listen to a recording that explains the issues that threaten the Union. (Found on History Alive! disk distributed at the beginning of the school year during the Literacy with an Attitude conference) Independent Practice: Repeat process for situations 2 through 5. Allow students to discover what actually happened by looking at the image on page 288 in History Alive! Direct students to read Section 20.9 and record the South’s reaction to the election of Lincoln in Part 3 of the Reading Notes Debrief the activity by asking the following questions: How did you feel with your little fingers interlocked as you tried to reach agreement on the issues? On which issue was it easiest to reach agreement? On which issue was it most difficult to reach agreement? Do you think the Civil War could have been avoided? Explain Processing Assignment: Using Reading Notes for information. Students will write a letter from the perspective they portrayed in the activity. When students have completed the letter, have “northern” students exchange notebooks with “southern” students, and write rebuttals. Complete and share answers to the class. Read the assigned section and using the graphic organizer answer the following questions: What issue divided the country? What happened that made it impossible to ignore the slavery question? Why did compromise fail? Complete the information in Part 1 of Reading Notes to explain why the issue led to tension between the North and the South. Attempt to reach a compromise on the issue and describe the compromise in Part 2 Read about what actually happened and record that information in Part 3 Complete each Reading Notes section. Respond to questions in interactive notebook and pair/share responses with class. Write and exchange letters. Textbook – The American Republic to 1877 Ch. 15, Sec. 1-2 Vocabulary: sectionalism John C. Calhoun Henry Clay Daniel Webster States’ Rights Wilmot Proviso Compromise of 1850 Fugitive Slave Act SAISD © 2008-09 – Fourth Grading Period So students can… Print Resources History Alive Ch. 19-20 Adventure Tales of America Secs. 19 and 21 Social Studies – Grade 8 Page 3 of 10 Media Resources PowerMedia Plus Kansas-Nebraska Act Bleeding Kansas Republican Party Dred Scott v. Sanford Uncle Tom’s Cabin Lincoln-Douglas Debates Raid on Harper’s Ferry Election of 1860 Secession Ignite! Learning Unit: Sectionalism-Differences Between North and South 1832-1861Topic 3: Northern & Southern Economies, Topic 4: Land Division, Topic 5: Congressional Representation in Congress Topic 6: Separate Northern and Southern Cultures and Topic 11: States’ Rights. Evidence of Learning Extension Activity: Interims/TAKS/Benchmark Sequencing Activity: Create a timeline of events, include a visual and summary, leading to the Civil War. Reteaching Resources: Teachers may use Ignite! Learning for review or re-teaching content. Ignite! Learning Unit: Sectionalism-Differences Between North and South 1832-1861Topic 3: Northern & Southern Economies, Topic 4: Land Division, Topic 5: Congressional Representation in Congress Topic 6: Separate Northern and Southern Cultures and Topic 11: States’ Rights. SAISD © 2008-09 – Fourth Grading Period College-Readiness Anticipated Skills for SAT/ACT/College Board Document Based Question: The President of the United States during the Civil War wasA. George Washington B. Abraham Lincoln* C. Thomas Jefferson D. Benjamin Franklin Was the Civil War inevitable? TAKS 2004 Grade 8 Social Studies – Grade 8 Page 4 of 10 Social Studies – United States History Until 1877 Unit 11: The Civil War and Reconstruction CURRICULUM OVERVIEW Fourth Grading Period – Big Idea Unit Rationale Enduring Understandings Differences between people or groups may become so severe that they are very difficult to resolve. The failure of compromise may make conflict inevitable Individual people can have an impact on events The winner of conflicts do not always achieve all their goals Overarching Question Did the actions of leaders have a significant impact on the outcome of the Civil War? Did the North achieve the goals it sought in the Civil War? Skills Concepts TEKS Leadership played a significant role in deciding the outcome of the Civil War on the battlefield and in the Presidency. While abolishing slavery, the Civil War and Reconstruction failed to achieve political rights and economic equality for African Americans Lessons for this Unit □ Lesson 1: The Civil War □ Lesson 2: Reconstruction TEKS Specificity - Intended Outcome TEKS 8.1 History I can C. Explain the significance of the following dates: 1861-1865. why the years of the Civil War (1861-1865) were a TEKS 8.8 History turning point in American history. (8.1C) A. Explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, explain the roles of Abraham Lincoln, Jefferson and Abraham Lincoln. Davis, B. Explaining the issues surrounding significant events of the Civil War, including firing on Fort Sumter, battles of Gettysburg and Robert E. Lee, and Ulysses S. Grant. (8.8A,C, 8.23A) Vicksburg, the announcement of the Emancipation Proclamation, the assassination of Lincoln, and Lee’s surrender at Appomattox explain why Gettysburg and Vicksburg are Court House. considered turning points in the Civil War. (8.8B) C. Analyze Abraham Lincoln’s ideas about liberty, equality, union, and government as contained in his tell why Lincoln issued the Emancipation first and second inaugural addresses and the Gettysburg Address. Proclamation (8.8B) TEKS 8.18 Government explain the issue of state rights’ and how it B. Describe historical conflicts arising over the issue of state rights’, including the Civil War. contributed to the Civil War (8.18B) TEKS 8.23 Citizenship TEKS 8.9 History A. Evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments. explain the significance of Lee’s surrender at Appomattox Court House and why Lincoln was B. Describe the economic difficulties faced by the United States during Reconstruction. assassinated. (8.8B) C. Explain the social problems that faced the South during Reconstruction and evaluate their impact on different groups. describe how the 13th, 14th, and 15th amendments TEKS 8.17 Government did not result in long term political rights for African B. Describe the impact of 19th-century amendments including the 13th, 14th, and 15th amendments on life in the United States. Americans. (8.19B) A. Analyze the leadership qualities of elected and appointed leaders of the United States such as Abraham Lincoln. TEKS 8.30 Social studies skills use social studies skills and terminology to B. Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, analyze information by various methods, and contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and interpret/organize information gathered from conclusions. different types of resources. (8.30 B/C, 8.31 D. organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, A/B/C) and maps communicate historical information and research to TEKS 8.31 Social studies skills others in various forms. (8.30B/D) C. Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate D. Create written, oral, and visual presentations of social studies information. Evidence of Learning □ □ □ □ Given excerpts from Lincoln’s speeches, students will interpret in writing and orally the main idea of the excerpt with 80% accuracy. Given a timeline, students will demonstrate their understanding by correctly sequencing events with 80% accuracy. Given a document based question, students will analyze primary and secondary sources to determine the causes of the Civil War. Given an era map graphic organizer, students will correctly identify and explain the characteristics and significance of the Civil War period with 80% accuracy. SAISD © 2008-09 – Fourth Grading Period Social Studies – Grade 8 Page 5 of 10 (3-5 days) Essential Questions □ □ □ □ CURRICULUM GUIDE Lesson 1: The Civil War Was slavery the primary cause of the Civil War? Could war between the North and South have been avoided? Who were the major role players during the Civil War? What innovations played a role during the Civil War? Essential Pre-requisite Skills □ □ □ □ □ Civil War (4th grade) Gettysburg Address (5th grade) Surrender at Appomattox (5th grade) How to read and interpret primary source documents (4th grade) Sequencing of events (K-7th grade) The Teaching Plan Instructional Model & Teacher Directions The teacher will… Use the History Alive! Textbook , Lesson Guide: Lesson 21, resources from the Social Studies website, and the Social Studies framework to conduct this lesson and daily classroom instruction Hook Play CD Track 22 and 23, “The Bonnie Blue Flag,” and “Tenting Tonight” Introduce the graphic organizer for this unit and direct students to read section 21.1 in History Alive! And explain that in this lesson students will learn how the U.S. expanded across North America during the first half of the 19 th century and how the country used Manifest Destiny to justify its actions. Explain that students will use this graphic organizer to take notes on six territorial acquisitions by the U.S. Guided Practice Have students read and discuss Section 21.2. Help students understand the strengths and weaknesses of the Union and the Confederacy by asking these questions: What key advantages did the Union have over the Confederacy at the beginning of the Civil War? What key advantages did the Confederacy have over the Union? What were the personal strengths and weaknesses of President Abraham Lincoln and President Jefferson Davis? Experiential Exercise: Place students in groups of four. Tell students that in the lesson they will learn how the Civil War affected civilians and soldiers in the Union and Confederacy by experiencing six important events from the war. Explain that for each experience students will assume the roles of different Americans involved in the event. Students will work as a class for Experiences 4 and 5. Follow the directions enclosed in the CD given to each teacher at the beginning of the school year during the Literacy with An Attitude Conference. Processing Assignment: Direct students to draw heads and facial features to express how three individuals felt about the end of the Civil War. Include the following: a Union or a Confederate soldier, a northern or a southern citizen, and an African American. Make thought bubbles above the heads showing what each individual might be thinking. Listen and record responses to the prompts on page 145 of their Interactive Notebooks. After each selection, share answers with the class. Read the assigned section and using the graphic organizer answer the following questions: What do you see here? Why do you think a soldier carries a pack like this? What might be the purpose of these objects? Respond to the questions in the interactive notebook. Complete each Reading Notes section. Respond to questions in interactive notebook and pair/share responses with class. Create drawings which contain thought bubbles. Each thought bubble should: Describe how fighting in the Civil war affected the individual’s life; explain how the end of the Civil War might change the individual’s life, be free of misspellings and grammatical errors. Textbook – The American Republic to 1877 Ch. 16, Sec. 1 -3 Vocabulary: 1861-1865 The Confederate States of America Jefferson Davis Lincoln’s First Inaugural Address Fort Sumter Border States Ulysses S. Grant Robert E. Lee Emancipation Proclamation SAISD © 2008-09 – Fourth Grading Period So students can… Print Resources History Alive Ch. 21 Adventure Tales of America Sec. 21 Media Resources Digital Curriculum Social Studies – Grade 8 Page 6 of 10 Lincoln’s Second Inaugural Address Appomattox Courthouse 1861-1865 Vicksburg Gettysburg Gettysburg Address Freemen’s Bureau Assassination of Lincoln Ignite! Learning Unit: The Civil War- A House Divided 1861-1865 Topic 1: Secession, Topic 2: The Beginning of the War, and Topic 3: The War Years. Internet Resources Civil War Links Literature Connections Sweet Clara and the Freedom Quilt by Deborah Hopkinson Evidence of Learning Extension Activity: Create a timeline of events, include a visual and summary, leading to the Civil War. Direct students list out the strengths and weaknesses of the North and the South using a TChart. Predict who will win the war, providing facts as evidence. create a letter as if he/she was a soldier on the front line during the Civil War. Reteaching Resources: Teachers may use Ignite! Learning for review or re-teaching content. Interims/TAKS/Benchmark College-Readiness Anticipated Skills for SAT/ACT/College Board Mini-Document Based Question: The General of the Union Army wasE. Robert E. Lee F. Abraham Lincoln G. Jefferson Davis H. Ulysses S. Grant* Was the Battle of Gettysburg truly a turning point? TAKS 2004 Grade 8 Ignite! Learning Unit: The Civil War- A House Divided 1861-1865 Topic 1: Secession, Topic 2: The Beginning of the War, and Topic 3: The War Years. SAISD © 2008-09 – Fourth Grading Period Social Studies – Grade 8 Page 7 of 10 CURRICULUM GUIDE Lesson 2: Reconstruction Essential Questions Essential Pre-requisite Skills How would the assassination of Lincoln influence the Reconstruction process? Why did the plan for Reconstruction change? How did Radical Reconstruction influence life in the South? How did Radical Reconstruction influence life in the North? Reconstruction (4th grade) 13th, 14th and 15th amendments (5th grade) Freedmen’s Bureau (5th grade) How to read and interpret primary source documents (4th grade) Sequencing of events (K-7th grade) The Teaching Plan Instructional Model & Teacher Directions The teacher will… Use the History Alive! Textbook , Lesson Guide: Lesson 22, resources from the Social Studies website, and the Social Studies framework to conduct this lesson and daily classroom instruction Hook Create a spectrum by using placing 10 pieces of masking tape, two feet apart and parallel on the floor, from the front of the room to the back. At the front of the spectrum, post a sign that reads, “Same rights as adults at school name goes here” at the back of the spectrum, post a sign that reads “No Rights.” Ask students to stand on the spectrum to indicate how they rate their rights as students at their school on a scale from one to ten. Have several students share why they placed themselves where they did. Read a series of decisions made by school authorities about student’s rights. Explain that after you read each decision, students may take one, two, or three steps in either direction to show how they feel their rights have been affected by the decision. Preface each of the following decisions with, “It has been decided that…” After students have shifted positions on the spectrum in reaction to the decision, hold a brief discussion before reading the next decision. Decisions on Students Rights: Students may eat any time they are hungry, even in class. Students may help design the school curriculum to include classes they think are interesting and fun Students may go to the bathroom or get a drink without a pass Students will decide the punishments for students and adults who break campus rules. Students must choose classes from a list written by parents and teachers Students may go to the bathroom or get a drink only during the last three minutes of class. Teachers may drink soda in class, but students may not Students can bring comfortable chairs or cushions to class. Teachers do not have to let students sit on their comfortable chairs or cushions. Tell students that school authorities will make no decisions until next year. Ask students to note where they are in relation to their goad. and then return to their seats. Ask the following questions: “What did it feel like to imagine a school where students had the same rights as adults?” “How did you feel when you were getting close to your goal?” How were some of your new rights limited or taken away?” “How did you feel when this happened?” Connect the classroom experience to history. Guide the students in completing the Preview assignment. Guided Practice Follow the instructions found in Lesson Guide: Lesson 22 , to prepare the classroom to begin this activity. Replace the spectrum sign at the front of the class with one that reads “Full Citizenship” and the sign at the back “Limited Citizenship” Tell students that they will analyze images to learn about five phases of Reconstruction. Then they will assess the progress African Americans have made toward full citizenship during each phase by placing themselves on the classroom spectrum. Distribute Reading Notes 22 to the students. Follow directions from Lesson 22 for each step. SAISD © 2008-09 – Fourth Grading Period Social Studies – Grade 8 So students can… Stand on the spectrum and explain why they chose that spot. Move on the spectrum. Respond in the interactive notebook and share responses with the class. Draw a T-Chart in the interactive notebook comparing the exercise with the historical event. After each image and activity, students will complete reading notes. Page 8 of 10 Processing Assignment: Instruct students to use Reading Notes to create an illustrated road entitled “Road to Full Citizenship.” The road should begin with “Limited Citizenship” and end with “Full Citizenship.” Create road to show the progress and setbacks African Americans experienced in their struggle for full citizenship during Reconstruction. For example, hills, twists, and turns away from full citizenship can show setbacks, while straight paths and bridges can show progress. Include symbols, visuals, and labels for at least two events from each phase of Reconstruction. Stop signs, potholes, and roadblocks might show events that prevented progress toward full citizenship. High speed-limit signs or freeway signs might show events that helped African Americans to achieve their goals. Show whether you think African Americans reached their goal of full citizenship during Reconstruction. Be colorful and free from spelling errors. Textbook – The American Republic to 1877 Chapter 17, Sec. 1-4 Vocabulary: Andrew Johnson Reconstruction Radical Republicans Radical Reconstruction 13th Amendment 14th Amendment 15th Amendment Reconstruction Radical Republicans Radical Reconstruction Ulysses S. Grant Jim Crow Election of 1876 carpetbaggers scalawags N.A.A.C..P. Print Resources History Alive Chapter 22 Adventure Tales of America Section 21 Media Resources Digital Curriculum Ignite! Learning Unit: The Civil War Topic 10: The Plight of Freedmen and Topic 12: A Defeated South. Unit: Reconstruction Topic 1: Definition of Reconstruction, Topic 2: Radical Reconstruction Congress, Topic 3: Putting the Plan into Action, Topic 4: The New Amendments Evidence of Learning Extension Activity: complete a graphic organizer of the problems that occurred during Reconstruction. use a graphic organizer to list out the rights granted in the 13th, 14th, and 15th Amendments. visually demonstrating the effects of the 13th, 14th, and 15th amendments and events leading up to the SAISD © 2008-09 – Fourth Grading Period Interims/TAKS/Benchmark The purpose of the 13th Amendment was toI. abolish slavery J. establish women’s suffrage K. provided citizenship to former slaves L. allow for temperance Social Studies – Grade 8 College-Readiness Anticipated Skills for SAT/ACT/College Board Mini-Document Based Question: Was the Battle of Gettysburg truly a turning point? Page 9 of 10 Civil Rights Acts of the 1960’s. TAKS 2004 Grade 8 Reteaching Resources: Teachers may use Ignite! Learning for review or re-teaching content. Ignite! Learning Unit: The Civil War Topic 10: The Plight of Freedmen and Topic 12: A Defeated South. Unit: Reconstruction Topic 1: Definition of Reconstruction, Topic 2: Radical Reconstruction Congress, Topic 3: Putting the Plan into Action, Topic 4: The New Amendments SAISD © 2008-09 – Fourth Grading Period Social Studies – Grade 8 Page 10 of 10