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) Review causes, course and consequences of the Civil War. A. Utilize research and inquiry skills to analyze history (A.2.1) using primary and secondary sources and evaluate the Assess the influence of significant people or groups on credibility of those sources. Reconstruction. (A.2.2) Describe the issues that divided republicans during the B. Develop credible explanations of the cause, course, and early Reconstruction era. (A.2.3) consequences of historical events based on reasoned interpretation of evidence. Distinguish the freedoms guaranteed to African Americans
This work by Great Schools Partnership and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Performance Indicators Benchmark Standards (Learning Goals)
and other groups with the 13th, 14th, and 15th C. Identify and critique diverse perspectives to explore Amendments to the Constitution. (A.2.4) social, political, and economic relationships in history. Assess how Jim Crow Laws influenced life for African D. Determine the significant events, figures, organizations Americans and other racial/ethnic minority groups. (A.2.5) and their contributions during historical eras and trace Compare the effects of the Black Codes and the Nadir on the impact on enduring themes. 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 Big Idea/Theme: The Civil War was caused by economic, social, and political differences between the Understanding 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… 1. Sectionalism, Secede, State’s Rights, Popular Sovereignty, 1. Explain the causes of the Civil War Missouri Compromise, Compromise of 1850, Slave Codes, Fugitive Slave Act, Kansas-Nebraska Act, Bleeding Kansas, 2. Describe the consequences of the Civil War Dred Scott v. Sanford, Roger B. Taney, Abraham Lincoln, Freeport Doctrine, Civil War, Blockade, Total War, 3. Assess the contribution or influence of various Anaconda Plan, Emancipation Proclamation, Vicksburg players in the Civil War Campaign, Battle of Gettysburg, Gettysburg Address, Union, 4. Compare rights and freedoms of various groups Confederacy, Election of 1860, Lincoln Douglas Debates as outlined in the Constitution 2. Abraham Lincoln, Radical Republicans, Andrew Johnson, Amnesty, Scalawags, Carpetbaggers, 10% Plan, Freedmen’s 5. Evaluate the influence of the Jim Crow Laws on Page 2 of 7 Students will know… Students will be able to… Bureau, O.O Howard, Thaddeus Stevens minority groups in the U.S. 3. 13th, 14th, 15th Amendments, Civil Rights, Civil Rights Act of 1866 6. Compare the effects of the Black Codes and the Nadir 4. Civil Rights, Black Codes, Segregation, Sharecropping, Debt on freed people, and analyze the sharecropping Peonage, Lynching, Jim Crow, Nadir, Freedmen’s Bureau, system and debt peonage as practiced in the United Civil Rights Act of 1866, Poll Tax, Literacy Test, Grandfather States. (A.2.6) Clause, Ku Klux Klan, Plessy v. Ferguson
Stage 2: Evidence of Student Learning
Task Neutral Scoring Criteria
Indicator Emerging Progressing Proficient Exceeds A. Utilize research and Identifies primary Summarizes contents Utilizes research and Synthesizes inquiry skills to analyze and secondary of evidence; Uses inquiry skills to information from history using primary and sources; Recognizes primary and analyze historical multiple sources to secondary sources and basic information secondary sources to events using primary construct an evaluate the credibility of (who, what, where, support argument. and secondary argument about the those sources. when, why). sources and evaluate past. the credibility of those sources. B. Develop credible Describes the course Explains the ways Develops believable Evaluates alternative explanations of the cause, of events; Lists historical events are explanations of the explanations of the course, and consequences of causes and effects. connected to one cause, course, and cause, course, and historical events based on another; Summarizes consequences of consequence of reasoned interpretation of contents of evidence. historical events events. evidence. based on well- thought-out interpretation of evidence.
Page 3 of 7 C. Identify and critique Recognizes social, Summarizes diverse Compares diverse Analyzes how social, diverse perspectives to political and points of view points of view to political, and explore social, political, and economic relating to social, explore social, economic economic relationships in relationships; political and economic political, and relationships lead to history. Identifies point of relationships. economic the formation of view. relationships in varying points of history. view.
D. Determine the significant Identifies significant Describes how Determines the Synthesizes the long- events, figures, events, figures, and figures and significant events, term effects of organizations and their organizations; organizations have figures, organizations significant events, contributions during shaped significant and their figures, organizations. historical eras and trace the historical events. contributions during impact on enduring themes. historical eras and trace the impact on enduring themes.
E. Analyze the effects of Identifies Describes the Analyzes the effects Connects the effects geography on geographical advantages and of geography on of geography to long- cultures, institutions, and features. disadvantages of cultures, institutions, term trends and the course of historical various geographical and the course of themes in history. events. locations. historical events.
Summative Assessment Task
Page 4 of 7 Stage 3: Instructional Design
Hook or Entry Event
Pre-assessment
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
Page 5 of 7 Learning Targets Formative Assessment(s) Learning Experiences 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 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 6 of 7 Stage 4: Resources and Reflection
Resources (Aligned to Learning Experiences)
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Student Reflection
Teacher Reflection
Page 7 of 7