Jason Scott
Abington High School
CHARMS – Year 2 Final Project
A Thematic approach to Sectionalism and the Civil War
Background and Objective:
Through this 5 day unit, students will take a thematic approach to learning about Sectionalism as a major cause of the Civil War. This unit will focus on three main elements: the Nullification Crisis, key sectional compromises, and a historiography of the causes of the Civil War. The difference between this approach and a traditional chronological approach is that the unit objectives will drive instruction rather than the demands of presenting information in a strict chronological order. Therefore, allowing a greater breadth of coverage within the theme of sectionalism and the causes of the Civil War. Specific focus will be given to the outcomes and content listed below. Please refer to the individual lesson agendas and core questions for further interpretation on the importance of each topic.
Student Outcomes:
‐ Students will comprehend the growing sectional tension which led to the Civil War ‐ Students will identify the strengths and weaknesses of the attempted sectional compromises leading up to the Civil War ‐ Students will demonstrate their understanding of change over time by identifying how interpretations over the causes of the Civil War have changed.
Specific Content:
‐ The Nullification Crisis ‐ Key Sectional compromises (Missouri Compromise, Compromise of 1850, the Kansas‐ Nebraska Act, and the Crittenden Act) ‐ Historiography of the Causes of the Civil War
Massachusetts Standards:
US1.26 Describe the causes, course, and consequences of America’s westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America’s expansion to the Civil War, including the location of the Santa Fe and Oregon trails E. the annexation of Texas in 1845 F. the concept of Manifest Destiny and its relationship to westward expansion H. the territorial acquisitions resulting from the Mexican War
USI.29 Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the impact of the cotton gin on the economics of slavery and Southern agriculture. USI.35 Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19th century. US1.36 Summarize the critical developments leading to the Civil War. (H) A. the Missouri Compromise (1820) B. the South Carolina Nullification Crisis (1832–1833) C. the Wilmot Proviso (1846) D. the Compromise of 1850 E. the publication of Harriet Beecher Stowe’s Uncle Tom’s Cabin F. the Kansas‐ Nebraska Act (1854) G. the Dred Scott Supreme Court case (1857) H. the Lincoln‐Douglas debates (1858) John Brown’s raid on Harper’s Ferry (1859) J. the election of Abraham Lincoln (1860)
* denotes document attached below Schedule:
Day 1 – Jackson: A Cult of Personality
Core Question: Why didn’t any other Southern states come to South Carolina’s aid in their “moment of crisis” during the Nullification debates?
Agenda:
1. Share thoughts on Jackson’s background and leadership style 2. Identify causes of Nullification crisis a. Tariff b. Economic shift (Cotton empire in old Southwest, poor soil in S.C.) c. South Carolina “attitude” 3. Read South Carolina Exposition in class*
HW: Read Jackson’s response*
Day 2 – Expansion leads to sectional tension
Core Question: Why did the land acquired by the War with Mexico cause tension between the North and the South?
Agenda:
1. Review Jackson’s response and how the Nullification crisis was defused 2. Examine the Compromise of 1850 and break down each element* a. Who benefited most? 3. Explain why each of the elements became a source of tension in 1850 a. Many connections to the War with Mexico i. Acquisition of California ii. Other new land acquisitions iii. Re‐examination of slavery in D.C. from Northern suspicion about war aims
HW: Read pages 402‐424 in American Pageant (13th edition). This covers the other major events after the Compromise of 1850 up until the Lincoln‐Douglass debates which were causes of the Civil War if you have a different book.
Day 3 – Popular Sovereignty
Core Question: What were Stephen Douglas’ motives when creating his popular sovereignty theory?
Agenda:
1. Equal split – Missouri Compromise opener: Was the Missouri Compromise made in the best interest for America? 2. Kansas and Nebraska: Compare the motives when dealing with statehood for KA and NB with the motives for the Missouri Compromise a. Let the settlers choose for themselves b. Douglass would benefit from property value increase in Chicago with R.R. in North c. Which compromise led to more sacrifice to get the deal done?
HW: Read excerpts from Lincoln‐Douglas debates and write one paragraph on whether or not popular sovereignty was a viable policy for the time period.*
Day 4 – Final failed attempts at compromise: The Crittenden Compromise
Core Question: Why did the Crittenden Compromise fail?
Agenda:
1. Examine South Carolina’s session declaration* a. What do they identify as major causes for secession? 2. In groups, the 6 articles and 4 resolutions of the Crittenden Compromise will be divided up and summarized for the class* 3. Discussion on why the Crittenden Compromise did not ease tension or stop the secession movement
HW: Read article “Of Course the Civil War was about Slavery” by Emily Badger* Day 5 – How historian’s opinions on the causes of the Civil War have changed and why
Core Question: What area would you like to see expanded with regards to the question of the causes of the Civil War?
Agenda:
1. Word splash: name any events you can think of over the last 150 years that may have impacted how the causes of the Civil War are viewed 2. Lecture on the changing views of the causes of the Civil War 3. Take time to think about the core question 4. Finish unit with discussion on this core question
Summative Assessment:
Using at least 5 of the primary source documents provided in this unit answer the following question:
To what extent have opinions on the causes of the Civil War evolved or changed over time? Be sure to evaluate the causes of the changes.
Rubric: 100 points
The 8‐9 Essay
. Contains a well‐developed thesis that addresses all parts of the question . Supports the thesis with effective analysis . Effectively uses a substantial number of documents . Supports thesis with substantial and relevant outside information . May contain minor errors . Is clearly organized and well written The 5‐7 Essay
. Contain a thesis that addresses part of the question . Has limited or implicit analysis of these ideals . Effectively uses some documents . Supports the thesis with some relevant outside information . May have errors that do not seriously detract from the quality of the essay . Shows acceptable organization and writing; language errors do not interfere with the comprehension of the essay The 2‐4 Essay
. Contains a limited or underdeveloped thesis . Lack analysis; deal with the question in a general, simplistic, incomplete, or superficial manner. . Merely paraphrases, quotes, or briefly cites documents . Contains little outside information, or information that is inaccurate or irrelevant . May contain major errors . May be poorly organized and/or poorly written The 0‐1 Essay
. Lacks a thesis or simply restates the question . Exhibits inadequate or incorrect understanding of the question . Has little or no understanding or the documents or ignores them completely . Contains no outside information Resources:
1. South Carolina Exposition: http://www.gilderlehrman.org/historynow/12_2009/pdfs/South%20Carolina%20Exposition%20 and%20Protest.pdf 2. Andrew Jackson’s response to the South Carolina Exposition: http://avalon.law.yale.edu/19th_century/jack01.asp 3. The Compromise of 1850 text: http://www.ourdocuments.gov/doc.php?flash=true&doc=27&page=transcript 4. This site gives links for all text of Lincoln‐Douglas Debates (I recommend using the Alton debate and excerpting that): http://lincoln.lib.niu.edu/teachers/lesson1.html 5. South Carolina Secession Declaration: http://avalon.law.yale.edu/19th_century/csa_scarsec.asp 6. Crittenden Compromise: http://sunsite.utk.edu/civil‐war/critten.html 7. Article on Historiography of Causes of the Civil War: http://www.miller‐mccune.com/culture‐ society/of‐course‐the‐civil‐war‐was‐about‐slavery‐26265/