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Sectionalism and Civil War Pacing: 4 Weeks Priority Standards: Learning Targets: Supporting Standards

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Sectionalism and Civil War Pacing: 4 Weeks Priority Standards: Learning Targets: Supporting Standards Unit: 8 Grade Level: 8th Grade American History Unit Name: Sectionalism and Civil War Pacing: 4 weeks Priority Standards: Learning Targets: Supporting Standards: 6-8. AH.5.CC.C ● I can identify how the Civil War 6-8.AH.1.CC.A A. Describe critical developments and turning began. Create and use tools to analyze a points in the Civil War, including major ● I can describe and analyze battle chronological sequence of related events battles. strategies the North and South in American history adopted to win the war. 6-8.AH.1.CC.D ● I can explain how early battles Using an inquiry lens, develop compelling dispelled hopes for a quick end questions about American history prior to to the war. 1870, to determine helpful resources and ● I can explain the surrender of the consider multiple points of views American Civil War. represented in the resources. ● I can describe the turning points 6-8.AH.1.CC.C leading to major battles in the With assistance, develop a research plan, Civil War. identify appropriate resources for ● I can analyze major battles of the investigating social studies’ topics and American Civil War create a research product which applies an aspect of American history prior to c. 1870 ● I can analyze and identify the to a contemporary issue. strengths and weaknesses of Civil 6-8.AH.3.CC.E War Leaders. Evaluate the responses of early American ● I can summarize why the Civil War leaders to the social, political, economic marked a turning point in American and religious challenges facing the new nation History. 6-8. AH.5.CC.A Analyze political compromises over slavery in the territories to explain intensifying sectional conflicts 6-8.AH.5.GS.D ● I can compare/contrast political 6-8. AH.5.CC.B Compare and contrast the governmental differences of the North/South. Trace the events as well as political, systems of the North and South to ● I can compare/contrast strengths determine the strengths and weaknesses cultural, economic and social conditions of federal and confederal system and weaknesses of the North and leading to conflict between Northern and South’s governments. Southern states. ● I can identify and summarize how 6-8.AH.5.GS.A the 1860 election reflected sectional Compare responses of government differences. systems in the North and South to major ● I can explain the significance of legislation, executive orders, and court Abram Lincoln as President of the decisions before, during and immediately Union. after the Civil War ● I can describe the purpose of the 6-8.AH.5.GS.C Emancipation Proclamation and its Analyze the election of 1860 to explain the effects. development of political parties and how ● they influence the selection of leaders. 6-8.AH.5.GS.D Compare and contrast the governmental systems of the US North and South to determine the strengths and weaknesses of federal and confederal systems. ● I can analyze causes and 6-8.AH.1.G.B 6-8.AH.1.CC.E consequences of the Civil War. Explain how the physical and human Analyze the causes and consequences of ● I can describe how the Missouri characteristics of regions in the Americas a specific problem in American History Compromise affected slavery prior to c. 1870 are connected to changing prior to c.1870 as well as the challenges ● I can explain how th eCompromise identity and culture. and opportunities faced by those trying to of 1850 tried to resolve the issue of 6-8.AH.3.G.C address the problem. slavery. Compare major patterns of population ● I can summarize how Uncle Tom’s distribution, demographics and migrations Cabin affected attitudes toward in the United States during this era c. slavery. 1763-1812. ● I can summarize the impact of the 6-8.AH.5.G.B Dred Scott case on the Nation. Evaluate the significance of geography on the conduct of the war and strategy of the 6-8.AH.1.G.A North and South. Create and use maps and other graphic ● I can use maps to trace battles of 6-8.AH.1.EC.A representations in order to explain the American Civil War. Using an American history lens, examine relationships and reveal patterns or trends ● I can use graphs to explain the the opportunity costs and benefits of in American history prior to c. 1870. differences in North and South economic decisions on society as a whole troops during the Civil War. as well as on individuals, prior to c. 1870. 6-8.AH.3.PC.D Evaluate laws, events, and perspectives to determine the extent to which individuals and groups could participate in, and realize the promise of American ideals. 6-8.AH.5.PC.A Determine the impact of the ideas contained in major speeches, literature, music, and writings from diverse individuals on the perspectives of American people, groups and movements. 6-8.AH.5.PC.B Describe the impact of scientific and technological advances on the outcome of the war and its effect on people and diverse groups. 6-8.AH.5.PC.E Trace the development of African American culture in nonslave states and in the context of slavery. Big Ideas: Essential Unit Questions: Vocabulary: Battles and outcomes of the American Civil 1. Why can it be argued that the Civil Missouri Compromise War between the North and the South. War was inevitable? Popular Sovereignty 2. How did sectionalism contribute to Free-Soil Party the start of the Civil War? Secede 3. What were the political, economic, Fugitive and social strategies and Civil War motivations of the North and the Compromise of 1850 South during the Civil War? Fugitive Slave Act Kansas Nebraska Act Border Ruffian Guerrilla warfare Dred Scott v. Sandford Republican Party Arsenal Treason Martyr Battle of Bull Run Battle of Antietam Emancipation Proclamation 54th Massachusetts Regiment Copperhead Habeas corpus Inflation Income tax Battle of Gettysburg Gettysburg Address Appomattox Court House .
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