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8 Grade Social Studies Civil War and Reconstruction Unit Information

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8 Grade Social Studies Civil War and Reconstruction Unit Information 8th Grade Social Studies Civil War and Reconstruction Unit Information Milestones Domain/Weight: History 47% and Economics 16% Purpose/Goal: The intent of this standard is for students to be able to explain the importance of the key issues and events that led to the Civil War. They should be able to discuss some of the important events and key battles that happened during the Civil War. Finally, students should be able to analyze the impact that Reconstruction had on Georgia and the other Southern states. Content Map: Antebellum/Civil War/Reconstruction Content Map Civil War and Reconstruction Teacher Notes and Goods, Services, and Trade Teacher Notes Prerequisites: Civil War and Reconstruction Elementary Standards Unit Length: Approximately 19 days Click on the links below for resources by Essential Question: EQ 1: How did government policies and key issues lead to the civil war? EQ 2: How did key battles and events influence the outcome of the civil war? EQ 3: How did Reconstruction after the Civil War affect Georgia and other southern states? Suggested Novels from the Georgia Department of Education: Numbering the Bones (A young black girl helping Clara Barton count the dead at Andersonville) Turn Homeward, Hannalee by Patricia Beatty (Young Georgia textile mill worker sent to the North by Sherman is trying to get back to Georgia) Also, Be Ever Hopeful, Hannalee Eben Tyne, Powdermonkey by Patricia Beatty (A thirteen year old powder carrier aboard the Confederate Merrimack) Across Five Aprils by Irene Hunt (A divided family and the Civil War through the eyes of a 9 year old) TCSS 8th SS Civil War and Reconstruction Unit Essential Question Vocabulary Resources [Back to Top] Assessment and Standard(s) Enduring Understanding for the lesson: Conflict & Change; Production, SS8H6a. Sample 1. How did government Essential* Distribution, and Consumption Assessment Items Debate policies and key issues lead . Activating Strategy: Tagmania and Gagoola Activity adapted from the Slavery to the civil war? Secession Georgia Economic Council on Economic Education Lesson 7 Nullification . Key Policies/Issues Leading to the Civil War – the ppt should guide Standard(s): States’ Rights the lesson and the instruction, but the teacher should use the Dred Scott Case resources below to apply the information SS8H6a. Election of 1860 . Use one of the graphic organizers below for students to record the [Standard Breakdown] Alexander Stephens important information from the lesson about each key issue or event Explain the importance of Georgia Platform from the standard [“You Do”]: key issues and events that Missouri Compromise o Policies & Issues Leading to the Civil War Graphic Organizer led to the Civil War; include Compromise of 1850 – Since there is a significant amount of content students need slavery, states’ rights, Kansas-Nebraska Act to understand from the lesson, the organizer is filled out with nullification, Missouri the important information. The teacher should give the Supplemental** Compromise, Compromise Tariffs students a copy of the organizer, but allow students to of 1850 and the Georgia Subsidize complete several tasks that apply the information from the Platform, Kansas-Nebraska Whig Party graphic organizer. The teacher may have students highlight or Act, Dred Scott case, Sectionalism underline the main ideas from each key issue. election of 1860, the debate Slave State . Slavery [linked in the ppt] over secession in Georgia, Free State o Have students look at a map comparing slavery in Georgia in and the role of Alexander Henry Clay 1790 and 1860. Ask students to guess why the percent of Stephens. Robert Toombs slaves increased so drastically. Also show students either John Brown after the slavery map or at the same time a map comparing SS8E1. John Bell cotton production in 1820 and 1860. Slavery Map | Cotton Unionist The student will give Fredrick Douglas Production Map examples of the kinds of William Lloyd Garrison o Possible accelerated task: Generate an alternative economic goods and services Harriet Beecher Stowe system which would have enabled the South to have a viable produced in Georgia in Abolitionist Movement economy without slavery different historical periods. Retaliatory Tariff o http://www.georgiaencyclopedia.org/articles/history- Stephen A. Douglas archaeology/slavery-antebellum-georgia SS8E2a. Andrew Jackson . States’ Rights Describe how Georgians Fugitive Slave Act o Defining Ideas in Context: States’ Rights and Timeline [“We have engaged in trade in Popular Sovereignty Do” or “You Do”] – students read excerpts and apply the different historical time Abraham Lincoln information to the concept of States’ Rights. Timeline includes John Breckenridge periods. Bleeding Kansas nullification, the compromises, Dred Scott, and the Election of Manufacturing Industry 1860. Nullification: *Essential Vocabulary o Nullification Activity [“We Do” or “You Do”]– this task involves TCSS 11/11/2015 2 TCSS 8th SS Civil War and Reconstruction Unit Essential Question Vocabulary Resources [Back to Top] Assessment and Standard(s) listed in the Standards reading excerpts from three primary source documents o Video clips about tariffs and nullification: **Supplemental . The Tariff of Abominations [1:40] Vocabulary listed in . Jackson Nullification video [1:37] the state frameworks . Short Term Compromises and/or other state o Compromise Map Activity | Missouri Compromise Map also document shown on a ppt slide [“We Do” or “You Do”] – Students complete maps illustrating the Missouri Compromise and the Compromise of 1850 then answer questions. o Missouri Compromise Video [linked in ppt] o Missouri Compromise Animated Map – Click on states to get details about the population of the state at that time o Missouri Compromise Worksheet [“You Do”] o Compromise of 1850: Shake It Off Parody [linked in ppt] o Three Compromises . The Georgia Platform [“We Do” or “You Do”] – Students read excerpts from the Georgia state convention to draw conclusions about the Georgia Platform . Dred Scott Decision o Dred Scott Mock Trial [“We Do”] – Students conduct a mock trial using facts from the Dred Scott Case o African American Voices Lesson: Dred Scott Decision [“We Do” or “You Do”] – Students read an excerpt from the Dred Scott decision and answer questions o Dred Scott Leveled Reading Passages and Questions [“We Do” or “You Do”] o An Unpopular Decision – The Dred Scott Decision Video linked in ppt [2:00] o The Dred Scott Decision Video linked in ppt [5:46] . The Election of 1860 o Democratic Platform Douglas | Democratic Platform Breckinridge | Constitutional Union Platform | Republican Platform o Election of 1860 Map Prediction [“We Do”] – Based on the political party platforms, students predict on a U.S. map which candidates will win which state in the 1860 election o Election of 1860 Political Cartoon Web Quest . Secession o Secession Activator TCSS 11/11/2015 3 TCSS 8th SS Civil War and Reconstruction Unit Essential Question Vocabulary Resources [Back to Top] Assessment and Standard(s) o The South Has Seceded: Hooked on a Feeling Parody o South Caroline Declaration of Secession o Excerpt from Alexander Douglas’ Speech to the Georgia Legislature o Excerpt from Robert Toombs’ Speech to the Georgia Legislature o Georgia Secedes from the Union: Today in Georgia History o Georgia Secession Convention of 1861 o Georgia Encyclopedia: Secession o Have students write a letter to Governor Joseph E. Brown either encouraging him to support secession or oppose secession. Classifying Events Leading to Civil War [“We Do” or “You Do”] – Students match descriptions to events that led to the civil war and order them on a timeline . Causes of the Civil War Summarizer [“You Do”] . Country Goes to War Resources | Country Goes to War ppt from www.civilwar.org . Civil War: The War of Resources o Railroads in 1850-1860 o North and South Comparison o Union Resources . Other Resources: o The Civil War Curriculum: Pre-1860 Disunion Resources [covers more than the standard so you may need to modify or only focus on those mentioned in the standard] o “One and Inseparable” Handout [from state frameworks] o http://www.civilwar.org/education/teachers/lesson-plans/the- gathering-storm/the-gathering-storm-lesson.html o http://www.civilwar.org/education/history/primarysources/ o https://www.washingtonpost.com/blogs/govbeat/wp/2014/03/0 3/watch-the-united-states-grow-before-your-eyes/ o http://www.loc.gov/teachers/classroommaterials/primarysourc esets/civil-war-approach/ o Abolitionism in America TCSS 11/11/2015 4 TCSS 8th SS Civil War and Reconstruction Unit Essential Question and Vocabulary Resources [Back to Top] Assessment Standard(s) Enduring Understanding for the lesson: Conflict & Change; . SS8H6b. Sample 2. How did key battles and Essential* Production, Distribution, and Consumption Assessment Items events influence the outcome of Antietam . Events During the Civil War PPT [Includes “I Do”, “We Do”, the Civil War? Gettysburg and “You Do”] – Use the ppt to guide the lesson Andersonville Chickamauga . Activator: iCivics Civil War Brainstorming Union Blockade . Spider Map Student | Spider Map Key [“You Do”] – Students Standard(s): Emancipation Proclamation use the graphic organizer to summarize the important Sherman’s March to the Sea information from the lesson or the teacher can give the SS8H6b. [Standard Breakdown] Sherman’s Atlanta Campaign students the completed graphic organizer and use activities State the importance of key to examine the concepts Supplemental** events of the Civil War; include Fort Sumter . Antietam Antietam, the Emancipation Ironclads o Battle of Antietam Animated Map [linked in ppt] Proclamation, Gettysburg, Weapons o Battle of Antietam [video linked in ppt] Chickamauga, the Union Textiles o Antietam Summary | Antietam Summary 2 blockade of Georgia’s coast, John B. Hood o Civil War Trust: Antietam - Resources on Antietam Braxton Bragg Sherman’s Atlanta Campaign, Anaconda Plan [animated map linked in ppt] Sherman’s March to the Sea, Jefferson Davis o Antietam on the Web – Primary source documents and Andersonville. Confederacy about Antietam Rebellious States . Emancipation Proclamation [select 1-2 of the activities] General Robert E.
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