Download Social Studies – Texas History

Social Studies – United States History Until 1877
Fourth Grading Period
TAKS Review and Preview (10 days)
Guiding Questions
CURRICULUM GUIDE
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?
Instructional Model & Teacher Directions
The teacher will…
See your campus TAKS review plan for details on processes and the 8th grade TAKS RAP Resource CD for lessons
and strategies
 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)
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 demonstrate competency
See the Student Review Guide on the TAKS RAP
Resource CD
History Alive
Adventure Tales of America
Media Resources
PowerMediaPlus
Ignite! Learning
Evidence of 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.
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 © 2010-11 – Fourth Grading Period
8th Grade Social Studies
Page 1 of 11
Social Studies – United States History Until 1877
Lesson 10: The Coming of the Civil War
CURRICULUM OVERVIEW
Fourth Grading Period – Week 7
Enduring Understandings (Big Ideas)
Unit Rationale
The
spread of slavery to the territories became a focus for sectional tensions and
 Differences between people or groups may become so severe that they are very difficult to
resolve.
congressional attempts at compromise. In the late 1850’s, compromise between pro
 The failure of compromise may make conflict inevitable
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
Lesson 1: The Causes of the Civil War
Essential Questions
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Guiding Questions
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How does a government’s action affect parts of a nation?
What causes conflict?
How do people reach agreement?
How are different parts of a nation similar or different?
How does a decision of the Supreme Court affect a nation?
How can an individual influence the decisions of a government?
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 events leading to the Civil War?
What events lead to the Civil War?
Concepts & Skills
TEKS (Standards)
TEKS Specificity - Intended Outcome
TEKS 8.7 History
A. Analyze the impact of tariff policies on sections of the United States before the
Civil War.
B. Compare the effects of political, economic, and social factors on slaves and
freed blacks.
C. Analyze the impact of slavery on different sections of the United States.
D. Compare the provisions and effects of congressional conflicts and
compromises prior to the Civil War, including the roles of John C. Calhoun, Henry
Clay, and Daniel Webster.
TEKS 8.11 Geography
B. Compare places and regions of the United States in terms of physical and
human characteristics.
TEKS 8.13 Economics
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.
TEKS 8.19 Government
B. Evaluate the impact of selected landmark Supreme Court decisions including
Dred Scott v. Sanford on life in the United States.
TEKS 8.21 Citizenship
A. Identify reasons for and the impact of selected examples of civil disobedience in
U.S. history such as Henry David Thoreau’s refusal to pay a tax.
TEKS 8.22 Citizenship
B. Summarize a historical event in which compromise resulted in a peaceful
resolution.
SAISD © 2010-11 – Fourth Grading Period
“I CAN” statements highlighted in yellow and italicized should be displayed
for students.
I can . . .
 explain how the spread of slavery to new territories added to the conflicts between
the North and the South (8.7C)
 describe how people like John C. Calhoun, Henry Clay, and Daniel Webster
attempted to help the North and South compromise and how successful they
were. (8.7D, 8.22B)
 compare the compromises reached before the Civil War based on what they
included and what they accomplished. (8.7D)
 explain why people wanted to spread slavery into the newly acquired territories of
the United States (8.13B)
 compare the political, social, and economic differences between the North and the
South (8.7A/C, 8.11B/8.13A)
 describe the impact that the case Dred Scott v Sanford had on the existing
tensions in the United States (8.19B)
8th Grade Social Studies
Page 2 of 11
Concepts &
Skills
TEKS (Standards)
TEKS Specificity - Intended Outcome
TEKS 8.30 Social studies skills
B. Analyze information by sequencing, categorizing, identifying cause-andeffect relationships, comparing, contrasting, finding the main idea, summarizing,
making generalizations and predictions, and drawing inferences and conclusions.
C. organize and interpret information from outlines, reports, databases, and
visuals including graphs, charts, timelines, and maps
TEKS 8.31 Social studies skills
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
 use social studies skills and terminology to analyze information by various
methods, and interpret/organize information gathered from different types of
resources. (8.30 B/C, 8.31 A/B/C)
 communicate historical information and research to others in various forms.
(8.30B/D)
ELPS Student Expectations
ELPS Specificity - Intended Outcome
 ELPS 1a - use prior knowledge and experiences to understand meanings in
English.
 ELPS 3g - express opinions, ideas, and feelings ranging from communicating
single words and short phrases to participating in extended discussions on a
variety of social and grade-appropriate academic topic.
 ELPS 4e - read linguistically accommodated content area material with a
decreasing need for linguistic accommodations as more English is learned.
 Express opinions and ideas and feelings about the reasons why people move using
words and phrases such as emancipation, states’ rights, sectionalism and
economics
 What I know about the causes, events, and major players of the civil war.
 Use reading materials about the civil war with the support of simplified
texts/visuals/word banks as needed.
College Readiness Student Expectations
College Readiness - Intended Outcome
Social Studies Standards
 I – C2: Evaluate changes in the functions and structures of government across
time.
 IV – A2: Situate an informational source in its appropriate contexts (contemporary,
historical, cultural).
 IV- A4/6 Critical examination of texts, images, and other sources of information
 Evaluate changes in the functions and structures of government across time.
 Situate the effects of the Emancipation Proclamation, Reconstruction Amendments,
and the speeches of Lincoln in its appropriate contexts, on current government
structure (contemporary, historical, cultural).
 Work collaboratively with others.
 Synthesize and organize information found in various primary source documents
relating to the civil war.
Cross-Curricular Standards
 I – E2: Work collaboratively
 II – C5 Synthesize and organize information effectively.
Evidence of Learning (Summative Assessment)
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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 © 2010-11 – Fourth Grading Period
8th Grade Social Studies
Page 3 of 11
Social Studies – United States History Until 1877
Fourth Grading Period – Week 7(3-5 days)
Guiding 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?
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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.
So students can demonstrate competency
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.
DIFFERENTIATION
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 1832-1861
SAISD © 2010-11 – Fourth Grading Period
8th Grade Social Studies
Page 4 of 11
Topic 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.
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
 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
Print Resources
History Alive
Ch. 19-20
Adventure Tales of America
Secs. 19 and 21
Media Resources
PowerMedia Plus
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
Formative Mini Assessment
TAKS Benchmark
The President of the United States during the Civil War wasA. George Washington
B. Abraham Lincoln*
C. Thomas Jefferson
D. Benjamin Franklin
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Document Based Question:
Was the Civil War inevitable?
TAKS 2004 Grade 8
SAISD © 2010-11 – Fourth Grading Period
8th Grade Social Studies
Page 5 of 11
Social Studies – United States History Until 1877
Unit 11: The Civil War and Reconstruction
CURRICULUM OVERVIEW
Fourth Grading Period
(Enduring Understandings) Big Idea
Unit Rationale
 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
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
Essential Questions
Concepts
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Guiding Questions
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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?
What causes conflict?
How does a speech define the beliefs of a nation?
How does economics affect different parts of a nation?
What characteristics comprise a good leader?
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?
Why are the years 1861-1865 important?
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?
TEKS
TEKS Specificity - Intended Outcome
TEKS 8.1 History
C. Explain the significance of the following dates: 1861-1865.
TEKS 8.8 History
A. Explain the roles played by significant individuals during the Civil War, including Jefferson
Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln.
B. Explaining the issues surrounding significant events of the Civil War, including firing on
Fort Sumter, battles of Gettysburg and Vicksburg, the announcement of the Emancipation
Proclamation, the assassination of Lincoln, and Lee’s surrender at Appomattox Court House.
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.
TEKS 8.18 Government
B. Describe historical conflicts arising over the issue of state rights’, including the Civil War.
TEKS 8.23 Citizenship TEKS 8.9 History
A. Evaluate legislative reform programs of the Radical Reconstruction Congress and
reconstructed state governments.
B. Describe the economic difficulties faced by the United States during Reconstruction.
C. Explain the social problems that faced the South during Reconstruction and evaluate their
impact on different groups.
TEKS 8.17 Government
 B. Describe the impact of 19th-century amendments including the 13th, 14th, and 15th
amendments on life in the United States.
A. Analyze the leadership qualities of elected and appointed leaders of the United States
such as Abraham Lincoln.
I can
 why the years of the Civil War (1861-1865) were a turning point in American
history. (8.1C)
 explain the roles of Abraham Lincoln, Jefferson Davis, Robert E. Lee, and
Ulysses S. Grant. (8.8A,C, 8.23A)
 explain why Gettysburg and Vicksburg are considered turning points in the
Civil War. (8.8B)
 tell why Lincoln issued the Emancipation Proclamation (8.8B)
 explain the issue of state rights’ and how it contributed to the Civil War
(8.18B)
 explain the significance of Lee’s surrender at Appomattox Court House and
why Lincoln was assassinated. (8.8B)
 describe how the 13th, 14th, and 15th amendments did not result in long term
political rights for African Americans. (8.19B)
SAISD © 2010-11 – Fourth Grading Period
8th Grade Social Studies
Page 6 of 11
Skills
TEKS 8.30 Social studies skills
B. Analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions.
D. organize and interpret information from outlines, reports, databases, and visuals
including graphs, charts, timelines, and maps
TEKS 8.31 Social studies skills
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.
 use social studies skills and terminology to analyze information by various
methods, and interpret/organize information gathered from different types of
resources. (8.30 B/C, 8.31 A/B/C)
 communicate historical information and research to others in various forms.
(8.30B/D)
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 © 2010-11 – Fourth Grading Period
8th Grade Social Studies
Page 7 of 11
Social Studies – United States History Until 1877
Fourth Grading Period (3-5 days)
Guiding Questions
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CURRICULUM GUIDE
Lesson 1: The Civil War
Essential Pre-requisite Skills
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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?
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.
DIFFERENTIATION
 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 T-Chart. 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.
So students can demonstrate competency
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.
Reteaching Resources: Teachers may use Ignite! Learning for review or re-teaching content.
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 © 2010-11 – Fourth Grading Period
8th Grade Social Studies
Page 8 of 11
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
 Lincoln’s Second Inaugural Address
 Appomattox Courthouse
 1861-1865
 Vicksburg
 Gettysburg
 Gettysburg Address
 Freemen’s Bureau
 Assassination of Lincoln
Print Resources
History Alive
Ch. 21
Adventure Tales of America
Sec. 21
Media Resources
Digital Curriculum
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
Formative Mini Assessment
A leading cause of the Civil War was —
A. the existence of slavery in the south.
B. Jefferson Davis elected President of the United
States.
C. England trying to invade Washington D.C.
D. the refusal of the Federalist to add a Bill of Rights to
the Constitution.
TAKS Benchmark
The General of the Union Army was —
A. Robert E. Lee
B. Abraham Lincoln
C. Jefferson Davis
D. Ulysses S. Grant*
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Mini-Document Based Question:
Was the Battle of Gettysburg truly a turning point?
TAKS 2004 Grade 8
SAISD © 2010-11 – Fourth Grading Period
8th Grade Social Studies
Page 9 of 11
Social Studies – United States History Until 1877
Fourth Grading Period (3-5 days)
Guiding Questions
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CURRICULUM GUIDE
Lesson 2: Reconstruction
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?
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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 © 2010-11 – Fourth Grading Period
8th Grade Social Studies
So students can demonstrate competency
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 10 of 11
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.”
Differentiation
 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 Civil Rights Acts of
the 1960’s.
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
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
Formative Mini Assessment
The period of time after the Civil War is known as the –
A. Era of Good Feeling
B. Manifest Destiny
C. Reconstruction
D. The Cold War
TAKS Benchmark
The purpose of the 13th Amendment was toA. abolish slavery
B. establish women’s suffrage
C. provided citizenship to former slaves
D. allow for temperance
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Mini-Document Based Question:
Was the Battle of Gettysburg truly a turning
point?
TAKS 2004 Grade 8
SAISD © 2010-11 – Fourth Grading Period
8th Grade Social Studies
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