1. UNIT TWO Week 2, September 8 th – 12 th

2. Monday 9/8 Answer the following question with a thesis statement and supporting evidence: Was the Mexican-American War a just war? Tuesday 9/9 Finish prepping for the John Brown Trial Block Day 9/10 & 9/11 Friday 9/12 Finish section 10.5 in the textbook and the t-chart Test corrections this week at the Tutorial Center. Need to say what the correct answer is and explain why it’s correct. Can use notes or the textbook. Homework for the Week

3. Agenda: Monday, 9/8/14 Test corrections at the Tutorial Center. Write on binder paper and staple to the scantron. Leave it in the Tutorial Center folder. Finishing up the Mexican-American War Tensions over slavery in new territories HW: Answer the following question with a thesis statement and supporting evidence: Was the Mexican-American War a just war?

4. HOT ROC Completing the Mexican-American war. Write down key details on back side of Friday’s handout using info from people near you who did the opposite argument. HW: Use these two sides to write a thesis that includes a counter-argument and is supported by evidence (1 paragraph).

5. HW Review: Slavery + new western territories = increased conflict Cotton gin gave Economic power to south and revitalized slavery. 3/5 and electoral college gave Political power. 13 of first 16 Presidents were southern. Compromise of 1820 made 70 yr old Thomas Jefferson shudder: the dividing line between the North and South seemed to him to predict the end of the union of states. Mexican Am War led to the unraveling of Missouri Compromise and new crisis around slavery's expansion. 30 yrs later Congress avoids resolving the slavery issue with the Compromise of 1850. Many white laborers feared expansion of slavery out west because they saw it as a threat to wage labor.

6. What were the causes and hardships of slavery? Read p. 39 in your textbook and discuss with your partner: Why were slaves in high demand in the American colonies? What area of the colonies did most slaves wind up? What did they do here? What was the relationship between race and slavery? Overall, what do you think is the main focus of this textbook excerpt on slavery?

7. Comparing Sources Read this excerpt from a Nigerian textbook, a country that lost a lot of people to slavery in the Americas. Use the graphic organizer to compare it to our textbook. Next, read about a current issue going on with textbooks today and how they describe slavery. Use the graphic organizer to identify the significance of these changes to history textbooks. What does this teach us about the role of textbooks in teaching history?

8. Agenda: Tuesday, 9/9/14 HOT ROC Preparation for John Brown hearing Review the objective Get in assigned groups Complete reading of Chapter 9 Follow directions for your group to prep for the hearing HW: Finish preparing for the John Brown Trial Reminder: Test corrections at the Tutorial Center. Write on binder paper and staple to the scantron. Leave it in the Tutorial Center folder.

9. HOT ROC Share HW with your partner.

10. Congressional Hearing to Investigate John Brown’s raid on Harper’s Ferry Objective: As a class we will imagine a hearing that never happened. The actions of abolitionist, John Brown, led to a slave revolt. In our class hearing, his actions are reviewed by Congress. In reality, John Brown was executed, but this hearing will give him a chance to live, as well as give us a chance to better understand the historical context of his actions. Background: Many people fought to end slavery even before the Civil War. Slaves fought to try and win their freedom and free people, called “abolitionists”, worked to end slavery everywhere. For the first 80 years as a country, slavery affected many of the decisions made by the US governments it tried to keep everyone happy by making compromises between pro-slavery people and abolitionists. Assign groups

11. Groups, 3 rd period Hearing Committee Campbelle, Conor, Collin, Oscar, John Brown and 2 accomplices Fernando, Tinashe, Sam Southern states-rights senators Amrita, Andrea, Jasmin Southern plantation owners Matt, Felix Pro-slavery residents of Kansas Alaisha, Amanda, Forrest Supreme Ct justices who ruled on Dred Scott Lucas, Sarah Northern federalist senators Suhail, Megan L., Aaliyah Northern abolitionists Giulia, Tricia, William Abolitionist residents of Kansas Sally, Chris, Bryan Freed slaves Paulo, Dara, Megan M

12. Groups, 4 th period Hearing Committee Sabrina, Hailey, Daniel Ruiz John Brown and 2 accomplices Brian, Randy, Alexandra Southern states-rights senators Gabe, Danny Reyna, Vivien Southern plantation owners Donya, Flavio, Kevyn Pro-slavery residents of Kansas Willem, Parker, Sukhpreet Supreme Ct justices who ruled on Dred Scott Chris, Winnie, Miriam Northern federalist senators Jason, Athan, Jovanna Northern abolitionists Dylan, Azuraya, Karen Abolitionist residents of Kansas Carl, Joelle, Atlas Freed slaves Ria, Daniel Lee, Kit

13. John Brown Hearing Key Questions – Each group will prepare their answers to these 3 key questions: Is John Brown’s cause righteous? Explain. Can the US continue to allow states to decide on the issue of slavery or should the federal government make a decision for the entire nation? Is abolition the right decision for the U.S.? Explain. Groups: 1. Hearing Committee 2. John Brown and 2 of his partners (John Copeland and Shields Green) 3. Southern states’ rights senators 4. Southern Plantation owners 5. Pro-slavery residents of Kansas 6. Supreme Court justices who ruled against Dred Scott 7. Northern federalist senators 8. Northern abolitionists 9. Abolitionist Residents of Kansas 10. Freed slaves

14. Directions: The Hearing Committee group Read p.110-114, review p.106-110 Decide on which debate questions to ask to each of the groups (3-4 questions will be asked to each group) Write 2-3 questions to ask John Brown and any additional questions you would like to ask the groups John Brown and his partner(s) Read p.110-114, review p.106-110 Find John Brown’s actual speeches from his trial and choose which small sections of these to share at the hearing. Prepare any additional arguments that you would like to make on your behalf All the other groups: Read p.110-114, review p.106-110 Prepare answers to the debate questions from your group’s point of view Write a one sentence introduction of your group. Prepare any additional arguments you would like to add

15. Debate questions The Hearing Committee will decide which of these questions to ask the groups, as well as have the option to create some of their own questions for the groups: 1. What should the federal government do about slavery? (some options: abolish, abolish with compensation to plantation owners, abolish and end tariffs, maintain it.) 2. Are the compromises working to maintain stability in our young nation? What evidence can you use to support why or why not. 3. Do you believe that slavery can be ended by legal means? 4. Is popular sovereignty a viable option for future territories hoping to become states? 5. Can slavery be abolished without bankrupting southern plantation owners? 6. What financial incentives can the North give southern plantation owners to get them to abolish slavery? 7. Are vigilante acts, like the underground railroad and John Brown’s raid, inevitable if slavery continues? 8. Does John Brown’s purpose justify his violent means? 9. To what extent has the federal gov’t been successful in making the states feel like a united country?

16. Agenda: 9/10-9/11/14 John Brown trial Sit with your group in the designated area Trial and hearing committee’s decision Reflection: Was the Civil War inevitable? New vocabulary HW: Finish written reflection

17. Trial Format Each group makes a statement of introduction. Hearing Committee asks each group questions to help them make a ruling: Is John Brown’s cause righteous? Can the US continue to allow states to decide on the issue of slavery or should the federal government make a decision for the entire nation? Is abolition the right decision for the United States?

18. Reflection To what extent was the Civil War inevitable?

19. Vocabulary – Take some time to add info on these terms in your glossary. Abolition Amendment American Revolution Bill of Rights Civil War (American) Congress Constitution Democracy Equality Executive Branch Federal Government Judicial Branch Legislative Branch Liberty Manifest Destiny Opportunity Republican Party Rights Supreme Court

20. Agenda: 9/12/14 HOT ROC Civil War Notes Add American Civil War and Republican Party to your glossary Review test answers HW: Finish up t-chart on 10.5

21. THE CIVIL WAR

22. HOT ROC HOT ROC: Read bottom of p.119 and write answers: What was the original reason for the civil war? What did it change to and why?

24. The War Begins ~22 million population President Lincoln Resources in North: Factories Transportation Navy = $$$ Offensive War Why did the North win the war? Use the chart on p.118 to help you come to a conclusion. Union Confederacy ~9 million (3 million slaves) President Davis More military skill/experience fortified cities Defensive war

25. The Civil War At the start of the war, Lincoln’s top goal was to “preserve the union” Fighting happened primarily in the South and Pennsylvania Emancipation Proclamation After the battle of Antietam, Lincoln said that all Southern slaves would be free by Jan 1, 1863 if the Confederates didn’t surrender. This hurts the South and also gives the North a moral cause to fight for.

26. Key Moments in the Civil War Gettysburg, PA Southern General Robert E. Lee invades the North Battle of Gettysburg, PA is July, 1863 He lost 50,000 of his 75,000 men Turning point – the North stops losing the war Lincoln goes to the battle site and gives his famous speech, the Gettysburg Address Sherman’s March to the Sea, 1864 Total War Burned everything in his path

27. The End Grant captures Richmond, VA Lee surrenders April 3 War ends April 9, 1865 North wins! ~620,000 Deaths President Lincoln assassinated on April 14, 1865 by group of Southerners who want to change the results of the war.

28. What was the role played by Af-Ams during the Civil War? Read 10.5 in your textbook and then complete this chart. In what ways did African-Americans gain some of the founding ideals? In what ways were they denied the founding ideals?