Presentation on theme: "Presentation by: Helaine Berkowitz, Amanda Bowman, Angie DeLeo, Brian Reddington and Nicole Vargas."— Presentation transcript:
Presentation by: Helaine Berkowitz, Amanda Bowman, Angie DeLeo, Brian Reddington and Nicole Vargas
Unit Overview This activity packet is designed to give students a foundation in the vocabulary and content they will be seeing and using in the rest of the unit. Most ideas are not given the depth they will achieve through further study and research but are introduced to create familiarity and cohesiveness. The purpose of the unit is to break down the causes into useable parts. Teachers can take the activities and resources in this unit to teach over 2-3 weeks or as a quick review. The unit has been designed to be flexible for 7 th grade teachers who come across the Civil War at the end of the year and also 8 th grade teachers who have limited time to teach the Civil War.
Causes of the Civil War Essential Question: What are the roots of rebellion? Focus Questions: 1.What are the main differences between the North and the South? 2.How did specific events and people shape history leading up to the Civil War? 3. How did compromise postpone the Civil War?
Causes of the Civil War: Vocabulary Vocabulary: Terms, Events, and People introduced in the Informational Text Terms Sectionalism Commerce Manufacturing Slavery Agriculture Plantation Cotton Gin Slave Trade Slave Codes Popular Sovereignty Abolitionist Martyr Insurrection Secession States’ Rights Events Missouri Compromise Nullification Crisis Compromise of 1850 Fugitive Slave Act Underground Railroad Uncle Tom’s Cabin Kansas-Nebraska Act Bleeding Kansas Sack of Lawrence Pottowatomie Massacre Free Soil Party Republican Party Lincoln-Douglas Debates Election of 1860 Confederate States of America People Eli Whitney Henry Clay Harriet Tubman Frederick Douglass Sojourner Truth Harriet Beecher Stowe Preston Brooks Charles Sumner Dred Scott John Brown Abraham Lincoln Stephen Douglas John Breckinridge
Four Parts Part I: Unit Introduction Part II: Compromises Part III: Slavery Part IV: Politics and Power
Part I: Introduction Objective: SWBAT Activate prior knowledge and stimulate interest in the American Civil War the major causes of the American Civil War Focus Questions: 1.What are the main differences between the North and the South? 2.How did specific events and people shape history leading up to the Civil War? Procedure: Pre-assessment – Gauge the level of knowledge your students have by compiling a class Know and Wonder list. Have students brainstorm what they know about why we fought the Civil War and what they wonder about why we fought the Civil War. A T-chart is best for the brainstorm activity but then you can make posters for the classroom for the duration of the unit that has the things they know on one chart paper and the questions they have on another chart paper with room in between the questions for the students to put up post-its as the learn the answers. 2. Informational Text and Questions – Is used to give students a foundation in the content that is going to be covered in the unit and provides them with a handout they can use as reference as the class moves into deeper levels of complexity in subsequent related activities.
Part II: Compromises Objective : SWBAT Make connections to and analyze historical sectionalist compromises Focus Question : How did compromise postpone the Civil War? Procedure : This lesson could be done over the course of multiple days or one class period. There are handouts that give information about the 3/5 ths Compromise, the Great Compromise, the Missouri Compromise, the Kansas Nebraska Act, and the Compromise of 1850. Broken up over multiple days, the handouts of the 3/5ths Compromise & Great Compromise may be given together as a review and starter conversation. The next day students can work on the Missouri Compromise and Compromise of 1850 handouts. For the last day of compromises, students may work on the Kansas-Nebraska Act worksheets. For the culminating discussion and wrap up, students fill out and discuss the Great Compromises grid. This is where students synthesize the information they have been given and think about how each compromise shows succession and how the compromises ultimately left room for more discontent. The hand outs could be used as group, individual, jigsaw or station activities.
Part III: Slavery Objective : SWBAT Students will analyze primary sources in order to compare and contrast the different perspectives on slavery at the time period. Focus Question : What were the effects of Slavery on daily life? Procedure : To analyze slave life and its affect on the people of the North and the South we decided to look at a variety of text and media sources. Students use these sources to gain incite and to analyze different perspectives on slavery at the time period. Activity #1: analysis of Uncle Tom Cabin by: Harriet Beecher Stowe. Compare and contrast Uncle Tom’s Cabin and Douglass’ narrative. Activity #2: analysis of The Narrative of the Life of Frederick Douglass by: Frederick Douglass. Each table group will read, paraphrase, and share the paragraph they read. Activity #3: lyrics analysis of “Dixieland” Activity #4: Newspaper critiques of the Dred Scott decision. Students write a letter to the editor explaining why you agree/disagree with the critique you have read
Part IV: Politics and Power Objective : SWBAT Students will use biography in order to collect information about Bleeding Kansas Focus Question : How did specific events and people shape history leading up to the Civil War? Procedure : Students will create a timeline in order to sequence events and understand the development of rebellion and violence. Students will interpret maps to see political trends and public opinion in the election of 1860. Students will compare and contrast John Brown and Preston Brooks and how they were perceived by Northerners and Southerners
Summative Assessment Overview Students will have an opportunity to demonstrate your knowledge of the Civil War Causes in U.S. History through the completion of this project. Students have the opportunity to make this project look however they want. From the project menu, they are to choose a variety of projects that add up to 14 points.
Menu Options 2 points Vocabulary Foldable Storyboard Timeline 4 points Draw a political cartoon Write a speech as Abe Lincoln Abolitionist Broadside Newspaper Editorial 6 points American History Theatre Rap Song as a free black Letter from a slave owner Illustrated chapter book 8 points Diary of a slave Textbook chapter Broadcast Board game