Instructional Phase

I. Pre-Instructional Phase A.
Unit Objective
Given teacher-developed lectures, formative assessment, and opportunities to work in small groups, upon completion of a two week unit plan on the Civil War, the tenth grade Early America History class will be evaluated on a teacher designed formative and summative assessment on the politic, issues, key players, geography, origin, progress, conclusion, and effects of the Civil War, and will hold a debate and discussion on the dominating issue of slavery.
B. Sub-Objectives
(Knowledge Level)
1. Define terms within the Civil War Unit. 2. Identify the important players, battles, and places that are associated with the Civil
War. (Comprehension Level)
3. Describe the important events, and battles and the affects they had on the War. 4. Explain what significance the important players had on the War. 5. Explain the phrase Brother v. Brother, and how this idea affected the everyday life
during the civil war. (Application Level)
6. Employ information about the dominating issues and politics in relation to the origin
and progress of the Civil War.
7. Apply public speaking skills during group work, discussion time, and final debate. 8. Use technology properly while using mobile computer lab for research. 9. Report previous knowledge about political parties and politics that played a role in
the secession of South. (Analysis Level)
10.Analyze the abolitionist and pro-slavery sides of the issue through letters written by
slaves and slave owners restrictions.
11.Explain the key restrictions that the Union put on the South during Reconstruction
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12.Compare and contrast the opposing sides of slavery including involvement from
early feminist movement.
13.Examine the role the civil war played with frontier expansion or the move west.
(Synthesis Level)
14.Compose a one page write out on why the South seceded for the Union, and why
the civil war began.
15.Create an outline of the main restrictions and legislation passed during

reconstruction.
16.Construct an argument within the assigned peer group coinciding with either the
Abolitionists or Pro-slavery (Evaluation Level)
17. Critique each other on a public speaking view on the Debate 18. Assess debate in peer group and individual tests. C. State Standards
Alabama Course of Study: Social Science 10th Grade
1. (8.) Trace the development of the efforts to abolish slavery prior to the Civil War.
Describing the abolition of slavery in most Northern States in the late eighteenth century. Describing the rise of religious movements in opposition to slavery, including the objections of the Quakers. Describing the impact of the principle of "inalienable rights" as a motivating factor for movements to oppose slavery. Describing the founding of the first abolitionist societies by Benjamin Rush and Benjamin Franklin and the role played by later critics of slavery, including William Lloyd Garrison, Frederick Douglass, Angelina and Sarah Grimke`, Henry David Thoreau, and Charles Sumner. Explaining the importance of the Northwest Ordinance of 1787 that banned slavery in new states north of the Ohio River Describing the rise of the underground railroad and its leaders, including Harriet Tubman and the impact of Harriet Beecher Stowe's Uncle Tom's Cabin
2. (9.) Summarize major legislation and court decisions from 1800 to 1861 that led to
increasing sectionalism, including the Missouri Compromise of 1820, the Compromise of 1850, the Fugitive Slave Act, the Kansas-Nebraska Act, and the Dred Scott decision.
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Describing Alabama's role in the developing sectionalism of the United States from 1819 to 1861 Examples: participation in slavery, secession, Indian Wars, reliance on cotton Analyzing the Westward Expansion from 1803 to 1861 to determine its effects on sectionalism, including the Louisiana Purchase, Texas Annexation, and the Mexican Cession Describing the tariff debate and the nullification crisis Describing the formation of the Republican party and its effect on the election of 1860 Identifying causes leading to the Westward Expansion Examples: quest for gold, opportunity for upward mobility Locating on a map areas affected by the Missouri Compromise, the Compromise of 1850, and the Kansas-Nebraska Act
3. (10.) Describe how the course, character, and effects of the Civil War influenced the
United States. Identifying key Northern and Southern personalities, including Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, Thomas J. "Stonewall" Jackson, and William T. Sherman Describing the impact of the division of the nation during the Civil War on resources, population, and transportation Explaining reasons for border states remaining in the Union Discussing nonmilitary events and life during the Civil War Explaining causes of the military defeat of the Confederacy Explaining Alabama's involvement in the Civil War
D. National Standards 1. NSS-USH.5-12.5 ERA: CIVIL WAR AND RECONSRUCTION (1850 -1877)
Understands the causes of the Civil War Understands the course and character of the Civil War and its effects on the American people
E. Mini Units Mini Unit #1. Civil War: The Divisive Politics of Slavery 1. Define Terms: Fugitive Slave Act, Abolitionists, Northwest Ordinance of 1781, Union,
Confederacy, Missouri Compromise 1820, Kansas-Nebraska Act, Compromise of 1850, Franklin Pierce, Popular Sovereignty, Underground Railroad, and Secession.
2. Identify the main figures: Harriet Tubman, Harriet Beecher Stowe, Franklin Peirce,
Jefferson Davis, Abraham Lincoln, and Dred Scott.
3. Explain the Importance of the Missouri Compromise, Compromise of 1850, and the Dred
Scott decision.
4. Describe how slavery redefined the political parties. 5. Describe the Lincoln-Douglas Debates. 6. Contrast those believing in the opposing sides of slavery. Mini Unit #2. The War Begins
1. Define terms: Fort Sumter, Bull Run, Antietam, Emancipation Proclamation, Conscription, Economy, and Income Tax. 2. Identify the main figures: Stonewall Jackson, Ulysses S. Grant, Robert E. Lee, Clara Barton, Robert E. Lee 3. Explain the importance of the Emancipation Proclamation. 4. Analyze how women had an effect on the war and the fight against slavery. 5. Contrast the Union and Confederate armies, economy, and supplies.
Mini Unit #3. The North Takes Charge 1. Define terms: Gettysburg, Gettysburg Address, Vicksburg, Appomattox Court House,
and Thirteenth Amendment.
2. Identify the main figures: William Tecumseh Sherman, John Wilkes Booth. 3. Analyze the phrase Brother verses brother and describe how the war affected
everyday life.
4. Describe the significance of the Battle of Gettysburg and the Gettysburg Address. 5. Illustrate the impact that assassination on Abraham Lincoln by John Wilkes Booth had
on the Nation.
Mini Unit #4. Reconstruction and Its Effects 1. Define terms: Freedmans Bureau, Reconstruction, Radical Republicans,
Fourteenth Amendment, Fifteenth Amendment, Scalawag, Carpetbagger, Hiram Revels, Sharecropping, and Ku Klux Klan.
2. Identify the main figures: Andrew Johnson 3. Describe the change in politics and political parties. 4. Paraphrase Andrew Johnsons plan for reconstruction, and the effects on African
Americans and government.
5. Analyze the actions taken by the Ku Klux Klan and the opposing Freedmans Bureau..
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6. Construct an argument explaining the significance of the Thirteenth, Fourteenth

Amendments, and Fifteenth Amendment.
Mini-Unit #5. The Issue of Slavery 1. 2. 3. 4. 5.

Remember the facts that were given in prior mini-units about slavery. Describe the way slaves were treated. Report the importance of the legislation that was passed on slavery during the Civil War. Analyze letters written by slaves and freedman during the time of slavery. Construct an argument with assigned peer group on the given stance of Abolitionists and pro-slavery.
F. Rationalization of Mini Units and Order

The first mini-unit will introduce, or reintroduce terminology, issues, politics, and key figures that aided in instigating the secession of the South and the beginning of the War Between the States. This mini-unit will present the main conflict, slavery, which almost single handedly divided the nation. This will familiarize the students with exactly what occurred in the nation during the Antebellum Era prior to the Civil war. It is the mini-unit that instills the information required for the foundation that is necessary for understanding to event that followed the separation of the Union and the Confederacy. The second mini-unit regards the beginning and middle of the actual fighting element of the war. It will introduce key battles, events, and figures that came on the scene during times of battle. This mini-unit will also help the students become acquainted with the foremost political document that was passed during the time of the Civil War. During this part of the unit students will become knowledgeable of the significant differences between North and South. The third mini-unit addressed the progress and conclusion of the actual fighting portion of the war. This section of the unit will discuss the effect the war had on everyday life of the families and soldiers. The mini-unit will illustrate the violence of the war, and will bring forth the knowledge of the assassination of the sitting president. The forth mini-unit will regard the effects of the war on North and South after the war. This section will address the plans for the Reconstruction Era, and the inauguration of a new president. This will allow the students to see the nation post-slavery, and see how the freedman coped with freedom. The students will become acquainted with the organizations that will play a role in reconstruction which will be addressed extensively in the next unit. This mini-unit will require the student to practice public speaking rules, the use of formal writing rules. This will emphasize the significant role slavery played in redefining the nation.
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The arrangement of the mini-units was designed to guide the students from the causes and origin to the conclusion of the Civil War. It was necessary to introduce the source of the conflict, and to create a foundation before jumping into the details only pertaining to the combat section of the Civil War. It is important for the students to know that the Civil War was predominantly a political battle fought through the means of combat instead of diplomacy. Because the arrangement of the mini-units are chronological order, the students are able to grasp the whole picture in detail at the end of the unit as opposed to just specific characteristics of what happened in the Post-Antebellum Era.
G. Table of Contents Specification -- Civil War Unit 1. Information/Facts:

Harriet Tubman Harriet Beecher Stowe Franklin Peirce Jefferson Davis Abraham Lincoln Dred Scott. Stonewall Jackson Ulysses S. Grant Robert E. Lee Clara Barton Robert E. Lee William Tecumseh Sherman John Wilkes Booth. Andrew Johnson
Abraham Lincoln was elected President in 1860. South seceded from the Union in 1860, and was called the Confederacy. Jefferson Davis was the President of the Confederacy. The Civil War began on March 4th, 1861 at Fort Sumter in South Carolina. Slavery was the main and instigating issue of the Civil War. The Battle of Antietam was the bloodiest day in American History. The Emancipation Proclamation was issued on January 1, 1863. The Emancipation Proclamation outlawed slavery. The South surrendered at the Appomattox Courthouse in Virginia on April 9, 1865.
2. Concepts:
Slave Act Abolitionists Northwest Ordinance of 1781 Union Confederacy
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Missouri Compromise 1820 Kansas-Nebraska Act Compromise of 1850 Popular Sovereignty Underground Railroad
Secession Fort Sumter Bull Run Antietam Emancipation Proclamation Conscription Income Tax Gettysburg Gettysburg Address Vicksburg, Appomattox Court House Thirteenth Amendment Freedmans Bureau Reconstruction Radical Republicans Fourteenth Amendment Fifteenth Amendment Scalawag Carpetbagger Hiram Revels Sharecropping Ku Klux Klan Economy
3. Relationships/Generalizations
The Thirteenth and Fourteenth Amendment changed the life of every African American. The election of Abraham Lincoln in 1860 caused the South secede from the Union.
4. Processes/Procedures
Identifying terminology Compare contrasting views on the Union and the South, abolition and pro-slavery movements, and life in the South with and without slavery. Discuss events, politics, figures, and characteristics of the time period. Follow and execute the debate instructions, and participate in the slavery debate and discussion Analyze and present the required information.
II. Determining Entry Skills A. Cognitive: previous knowledge of information/facts, concepts, relationships/generalizations, and processes/procedures. 1. Complete all previous levels of United States Social Sciences, and made a C or higher
on the past unit The Growth of a Young Nation. If the student did not make at least a C, they will receive a packet containing vital information from the previous unit which they must make a C or higher on before moving on to the next unit.
2. Recognizes terminology relating to the Civil War including causes, progress, and
conclusion.
3. Compare significant terms and concepts. 4. Is able to connect information together, analyze, and present appropriately. B. Affective: feeling, appreciations, values about the content or classroom activities. 1. Is able to appreciate the influences of the historical period in our nations history. 2. Understand the impact of the events that occurred during the Civil War, and the effects it
had on the regional cultures of the United States.
2. Appreciates the historical importance of slavery, and can recognize that it is one of
American Historys embarrassing moments.
3. Accepts the responsibility to for reading and comprehending the material, complete
assignments, quizzes, tests, and projects.
4. Is willing to share personal opinions and insight about the events and issues that
occurred during the particular time period.
C. Social: social interaction and communication behaviors in classroom situation. 1. Uses appropriate language, participates, and stays on topic during classroom discussion. 2. Works cooperatively with classmates while in peer groups to plan, organize, present
argument.
3. Respects the opinions of other classmates and teacher. III, Pre-Instructional Activities A. Telling Students What They Will Be Learning 1. Bulletin Board Students will be given a hard copy of the unit objective and mini-unit as the
students learn information, concepts, and themes of the unit with the coursework that is posted on the bulletin board on the back wall and also the lesson reviews within the textbook. (See Appendix A-2)
B. Giving Student Rational for the Unit

If students express that the content of the unit is not important or irrelevant, then they will most likely be apathetic towards learning the material, and will not gain anything from it. Therefore, the teacher will begin the unit by a teacher brief review of the previous unit allowing the students to discuss the conflicts that arose (slavery, separation of political parties, rise in arguments of states rights), key figures that were on the scene (Abraham Lincoln, the important African American Slaves that had made names for themselves), and what the important events that occurred in this time. The teacher would then ask the class what they thought was going to happen next. After taking the students replies, the instructor will then ask the class such questions as: What are the two sides of the issue of slavery? How is the government handling the issue of slavery? What do you (class) think should be done about this issue?
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C. Reviewing Entry Behaviors

The instructor will introduce the The Union In Peril unit by reading a passage from Confederacy Macmillan Information Now Encyclopedia, "The Confederacy" by Robert Francis Engs. SLAVERY DURING THE CIVIL WAR Although slavery was at the heart of the sectional impasse between North and South in 1860, it was not the singular cause of the Civil War. Rather, it was the multitude of differences arising from the slavery issue that impelled the Southern states to secede. The presidential election of 1860 had resulted in the selection of a Republican, Abraham Lincoln of Illinois, as president of the United States. Lincoln won because of an overwhelming Electoral College vote from the Northern states. Not a single Southern slave state voted for him. Lincoln and his Republican party were pledged only to stop the expansion of slavery. Although they promised to protect slavery where it existed, white Southerners were not persuaded. The election results demonstrated that the South was increasingly a minority region within the nation. Soon Northerners and slavery's opponents might accumulate the voting power to overturn the institution, no matter what white Southerners might desire. Indeed, many Southern radicals, or fire-eaters, openly hoped for a Republican victory as the only way to force Southern independence. South Carolina had declared it would secede from the Union if Lincoln was elected, and it did so in December 1861. It was followed shortly by the other lower South states of Alabama, Mississippi, Louisiana, Georgia, Florida, and Texas. in February 1861, a month before Lincoln was inaugurated, these states formed a new nation, the Confederate States of America. After the firing on Fort Sumter and Lincoln's call for volunteers to suppress the rebellion, the other slave states of Virginia, North Carolina, Tennessee, and Arkansas joined the Confederacy. The border slave states of Delaware, Maryland, Kentucky, and Missouri remained--not entirely voluntarily--in the Union. The new republic claimed its justification to be the protection of state rights. In truth, close reading of the states secession proclamations and of the new Confederate Constitution reveals that it was primarily one state right that impelled their separation: the right to preserve African American slavery within their borders. But the white South's decision to secede proved to be the worst possible choice it could have made in order to preserve that right. There was enormous antislavery sentiment in the North, hut such sentiment was also strongly anti-Negro. White Northerners did not wish slavery to expand into new areas of the nation, which they believed should be preserved for white nonslaveholding settlers. This was, in part, why Republicans pledged to protect slavery where it existed. They and their constituencies did not want an influx of ex-slaves into their exclusively white territories, should slavery end abruptly. Some historians argue that, had the South remained within the Union, its representatives could have prevented any radical Northern plan for emancipation. By leaving the Union, white Southerners gave up their voice in national councils. Moreover, by seceding, the South compelled the North to realize the extent of its allegiance to a united American nation. Thus, the North went to war to preserve the Union, and the white South went to war for independence so that it might protect slavery. Most participants on both sides did not initially realize that the
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African American slaves might view the conflict as an occasion that they could turn to their own advantage. Once the teacher is done reading the passage regarding slavery during the time of the Civil War, he/she will then turn the students attention to the interactive bulletin board (See Appendix A-2) in the back of the class room. The bulletin board will contain a hard copy of the unit objectives, sub-objectives, and assignments that the students will need to do to accomplish this unit. The teacher will then take any question the students have about the content of the bulletin board. From there, as a class, the first section of the text will be read aloud. By taking these steps the student will see where they have been, what is going on, and will have a preview of where they are going to do within the unit.
D. Structure Overview of the Unit

Most students tend to better understand what is expected of them when they are given a visual aid to guide them. Therefore, the teacher will distribute a hard copy of a structural overview (graphic organizer) of the unit plan (See Appendix A-1). The instructor will then explain the structured overview by analyzing aloud each mini-unit, and will answer any question the students may have regarding the unit in question. During this time, the teacher will explain to the students the large assessments that will take place during this unit such; the formative and summative evaluations, and the debate project. (The smaller assessments such as class participation grades will be addressed further along in the unit.)
E. Experiential Backgrounds
The teacher will show a film on slavery concerning how the slaves were treated, how the instruction of slavery was different in varying regions of the south, and how the slaves themselves reacted to the mistreatment. After the film the teacher will read three letters written by actual slaves from the book The Slaves War: the Civil War in the Words of Former Slaves. The book will be available, as the peer groups meet to construct their arguments concerning the debate on Pro-slavery verses Anti-slavery views. The teacher will also show a film on the Hatfield and McCoy Feud to emphasis the brother verses brother con cept.
F. Reassuring Standards
The instructor will encourage the student and maintain a positive attitude to keep the students cheerful and optimistic. Also, the teacher will consistently refer to the structured overview to keep the students working and on task, as well as help them feel confident that they are accomplishing the material and completing the assignments. The teacher will tell brief
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stories about past experiences regarding accomplishments and fears to reassure students of their ability to succeed.
IV. Instructional Phase A. Mini-Unit #1: Civil War: The Divisive Politics of Slavery 1. Plans & Goals for Mini-Unit #1:
Students will identify and define terminology related to the politics and issues that divided nation, and lead to the Civil War. The teacher and the textbook will provide the terms and people the students will be required to know for assessment. The students should be able to recognize the terms and the significance these terms have to the relation of one another, and to the beginning of the Civil War. Students will participate in a graded discussion of these noteworthy for the purpose of understanding, and students will also complete formative assessment.
Sub-Objectives:
1. Define Terms: Fugitive Slave Act, Abolitionists, Northwest Ordinance of 1781, Union, Confederacy, Missouri Compromise 1820, Kansas-Nebraska Act, Compromise of 1850, Franklin Pierce, Popular Sovereignty, Underground Railroad, and Secession. 2. People: Harriet Tubman, Harriet Beecher Stowe, Franklin Peirce, Jefferson Davis, Abraham Lincoln, and Dred Scott. 3. Explain the Importance of the Missouri Compromise, Compromise of 1850, and the Dred Scott decision. 4. Describe how slavery redefined the political parties. 5. Describe the Lincoln-Douglas Debates. 6. Contrast those believing in the opposing sides of slavery.
2. Directed Teaching
The teacher will use the structured overview to prepare the students for Mini-Unit #1, Civil War: The Divisive Politics of Slavery, pointing out the key points of information to be introduced in this mini-unit: differences between the North and South, slavery in the territories, violence, new political parties emerge, conflicts lead to secession, and all of the terminology listed in sub-objective 1. The teacher will begin by giving a brief introduction of Mini-Unit #1. Considering the fact that History is a subject that builds upon itself, the teacher will start the section by asking questions for the purpose of allowing the students to recall what has already occurred in the
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previous unit, and to provoke the students foreshadow what is going to happen next. The teacher will then pass out photos slaves, and ask the students to make observations from the photo about the symbolism portrayed in the photo of mistreatment and less than human qualities (B-1). The class will then have a brief discussion on the prevailing issue of slavery. The instructor, following the discussion, will hand out an outline for the lecture notes that will contain blanks within it for the students to follow along and fill in as the lecture continues (B-2). The teacher given lecture will emphasis the text, and will make clear the developing politics of the nation, and significant events that occur in the decades before the Civil War concerning slavery.
3. Guided Practice
The instructor will hold a game of Popcorn at beginning of class that will prompt discussion. The teacher will call on random students to answer questions, define terms, and recall specific information from the previous lecture. After the student answers correctly he or she will call on another student, and ask them a separate question from the lecture. If the student does not answer correctly he or she will ask the same question to one of his or her peers. The game will continue until the instructor feel all the important information has been restated. The teacher will regulate a class discussion following the game. During the discussion the teacher will cue the students to give their opinions, analyze relationships, confer about significant pictures, and refer to other relative information. The goal of discussion is to insure the students have succinctly begun to understand the politics and the main issue that lead the nation the Civil War. The objective of the first lesson is to have the students able to recall terminology, discuss significant relationships and analysis, and to get the class involved in an instructive game. Example Questions:
4. Independent Practice
The last half of the class will consist of independent seat work that will cover the section review in the textbook. Student will work quietly at their seat, or with a partner on the section. The terms will either be in the section of the textbook The Divisive Politics of Slavery as well as in the glossary in the back of the book, The Americans. The teacher will collect the terms, people, and questions from the section review at the beginning of the next class period. The teacher will peer check it then, and have the students put the review in the specified divider in their binders. (The students will be assigned to read the next section in the textbook for homework.)
Terms: Fugitive Slave Act, Abolitionists, Northwest Ordinance of 1781, Union, Confederacy, Missouri Compromise 1820, Kansas-Nebraska Act, Compromise of 1850, Franklin Pierce, Popular Sovereignty, Underground Railroad, and Secession. People: Harriet Tubman, Harriet Beecher Stowe, Franklin Peirce, Jefferson Davis, Abraham Lincoln, and Dred Scott. Questions: 1. Review issues & events in this section that reflect the growing conflict between the North and the South. Do you think there were any points at which civil war might been averted? Think about: The Compromise of 1850, the Fugitive Slave Act & the Kansas-Nebraska Act. The New Political parties The Supreme Courts ruling on the Dred Scott decision. The Election of Abraham Lincoln as president in 1860. 2. Analyze and critique the Lincoln-Douglas debates. List and explain the main arguments, and describe the significance the debate played in the secession of the South.
5. Formative Evaluation
The teacher will assigned a Section review for the class that will cover the section in the textbook, and the previous lecture. The students will label their papers accordingly, and will organize the review as specified in the text. Grading Criteria: The terms and identify listed in the section review were defined correctly, and the questions were sufficiently completed in paragraph form. Partial credit may be accepted accordingly. Following the peer grading, and collecting of the Section Review the teacher will allow a few extra minutes for study time. The instructor then will then pass out quiz #1. Once the students are done with the quiz, and the teacher has collected it, the students may use the rest of quiz time to read ahead (B-3). Grading Criteria
All terminology is defined or matched correctly. Each short answer question is answered thoroughly and appropriately. All questions are answered, blacks filled, and matching completed. No partial credit.
6. Differentiating Instruction
Re-Teaching Activities The students who have failed to understand the material will be assigned a peer tutor who has themselves mastered the content. The peer tutor will re-explain the content, and help to answer any questions or misunderstood concepts. Extension Activities Vertical Extension: Students who have seemingly mastered the material will assume a role of a young slave around their age. They will create a week in the life of a young slave on a Southern Plantation. Students should make clear the type of slave they have chosen (field & farm hand, house slave, nanny, etc.). They must describe the chores they are required to do as well as show creativity in the story telling skills. Students may create dialogue if desired between the other slaves, and or the plantation family, however, politically correctness will be analyzed and enforced. Horizontal Extension: Students who have mastered the content will be assigned a peer that is in need of extra help to tutor. These students will need to be able to recognize the content, understand how events relate to one another, and are knowledgeable of the significant figures and important concepts.
7. Accommodations & Modifications

Student will compose a journal of a week in the life of a young slave who works in the house with the Plantation Family. They must describe the chores they are required to do as well as show creativity in the story telling skills. Students may create dialogue if desired between the other slaves, and or the plantation family, however, politically correctness will be analyzed and enforced. The student can either type, hand write, vocally record, or oral present the Journal to the teacher, whichever is appropriate for their accommodation. Students may listen to the teacher read letters from slaves during the time of the Civil War and prior. Students will be required to analyze, list characteristics, and develop personal opinions on the letters. These qualifications can be typed, hand written, recorded, or spoken allowed to the teacher.
Appendix Table of Contents for Mini-Unit #1

1. Pictures of Civil War slaves (B-1) 2. Lecture Fill in the Blank Notes (B-2) 3. Student Quiz #1 (B-3) 4. Answer Sheet for Quiz #1 (B-4)
B-1
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B-1
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B-1
12
B-1
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B-2
Civil War Unit Section Fill in the Blank Notes
Name__________________________ Date__________________________
The Divisive Politics of Slavery I. Differences Between the North and South A. Two separate cultural and economic regions 1. The Souths economy was utterly dependant on agriculture and slavery, but mostly the institution of slavery. 2. Most slave labor is on the Southern Plantations. 3. The Norths was less dependent on slavery because the growth of industry. B. It is these differences that cause the Norths anti-slavery movement. C. As more states were being admitted into the Union, pro-slavery supports saw it as an opportunity to create more slave states, while anti-slavery supporters remained determined that slavery should not spread into other states. D. Thoughts & Discussion:_____________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ II. Slavery in the Territories A. Statehood For California 1. Because of the Gold Rush, California grew quickly and applied for statehood in 1850. 2. Californias new constitution did not allow slavery within the state. This made many southerners angry.
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3. Many Sotherns assumed that California would become a slave state because most of California was south of the Missouri Compromise line of 3636. B. The Compromise of 1850 1. Many southerner senators threatened secession if they could not expand and create more slave states. 2. The two men responsible for the Compromise of 1850 were Henry Clay and the Massachusetts senator Daniel Webster. 3. The Compromise of 1850 presents a new Fugitive Slave Law, and to appease both the North and the South popular sovereignty was enacted. C. Thoughts and Discussion:___________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ III. Protest, Resistance, and Violence. A. Aggression caused by the Fugitive Slave Act 1. Slaves were not entitled to a trial by jury because they were considered property not people. 2. Anyone caught helping a fugitive slave would be fined $1,000, and was served up to six months on prison 3. Some Northerners organized what was called vigilance committees to help many African Americans, and slaves to Canada. B. The Underground Railroad 1. Abolitionist (supporters of anti-slavery) developed a secret
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network of people that would, at great risk to themselves and their families, hide fugitive slaves that were trying to escape. 2. Conductors on the Underground Railroad hid fugitive slaves in secret tunnels and false cupboards, would supply them with food and clothing, and direct them to the next station. 3. The most famous Conductor of the Underground Railroad was Harriet Tubman, who was born a slave herself, and escaped through the Underground Railroad. C. Uncle Toms Cabin 1. Harriet Beecher Stowe wrote about the horrors of slavery in her novel, Uncle Tomes Cabin. 2. Stowes novel expressed he lifetime hatred of the institution of slavery; and emphasized that slavery was not just political issue, but moral one as well. 3. It was Uncle Toms Cabin that stirred up Northern abolitionist to increase the protest against the Fugitive Slave Act. IV. Tension in Kansas in Nebraska A. Because of the Compromise of 1850 and popular sovereignty all states north of the Missouri Compromise line 3630 were to be free of slavery. 1. The territories of Nebraska and Kansas were slaves states before the Compromise of 1850, however, after the Compromise slavery was outlawed in these territories. 2. Kansas was considered south, therefore, capable of maintaining slavery, but the fight to Kansas slave free was on. B. Bleeding Kansas 1. The government began to make pro-slavery acts.
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2. Following the legislation, Abolitionist began a revival which broke out into violence and bloodshed. This became known as Bleeding Kansas. C. Violence in the Senate 1. After the violence in Kansas, Senator Charles Summer of Massachusetts spoke out against the South and slavery. 2. Summers speech was called The Crime Against Kansas. Within Summers speech he verbally attacks the Souths dependence on slavery and the Senator South Carolina, Andrew Butler, proslavery beliefs. 3. Soon after Charles Summers oral attacks on the Senator Andrew Butler and the South, Senator Preston S. Brooks, Butlers nephew, marched into the Senate Chamber, and beat Summer in the head repeatedly in the head with a cane. D. Thoughts and Discussion:___________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ V. New Political Parties Emerge A. The Whig Party splits over the issue of slavery. 1. Because of the division of the Whig Party, the Democratic candidate, Franklin Peirce; take the victory in the 1852 presidential election. 2. A new party that came upon the scene was the referred to as the Know-Nothing Party, which believed heavily in the rights of the native-born rather than immigrants, but like the Whig Party the Know-Nothing Party split over the slavery issue.
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B. The Free-Soilers Voice 1. Free-Soilers supported the pro-slavery laws that prohibited African Americans from settling in their communities and denying African Americans the right to vote. 2. The Free-Soilers main objective against slavery was the competition between slaves and free white workers. Slaves took the labor and jobs away from working white Americans. C. The New Republican Party 1. A new, powerful party arose, the Republican Party. 2. The Republicans united as a dominating force against the spread of slavery. 3. The Republican candidate in 1856 was John C. Frmont who ran against the Democrat James Buchanan. Buchanan was the victor. D. Thoughts and Discussion: ___________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ VI. Conflicts Lead to Secession A. The Dred Scott Decision 1. Dred Scott was a slave that was brought by his owner to a free state from a slave state. Scott appealed to the Supreme Court for his freedom. 2. The Supreme Court ruled against Dred Scott on the grounds that he was not and will never be a citizen of the United States. 3. Northern abolitionists were appalled and protested, while Southerners were ecstatic. B. Lincoln-Douglas Debates
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1. Stephen Douglas and Abraham Lincoln were caught in a Senate race in 1858. 2. The two men did not believe in the institution of slavery, however, they disagreed on how they aimed to control and minimize it. 3. Douglas believed heavily in popular seventy, and the peoples right to choose. 4. Lincoln believed slavery to be immoral, and thought the only way individuals would give up their slaves without a constitutional amendment. 5. Douglas won the Senate seat, but his response on the issue slavery divided the Democratic Party. C. Lincoln is elected President 1. In 1860, Abraham Lincoln was elected President. 2. Lincoln pledged to stop the spread of slavery. D. Southern Secession 1. Many southernerss believed that with the election of Abraham Lincoln that they had lost their voice in the government. 2. Many southernerss decided to react. 3. On December 20, 1860, South Carolina was the first state to secede from the Union. 4. The states of Mississippi, Florida, Alabama, Georgia, Louisiana, and Texas soon followed South Carolinas lead. 5. Jefferson Davis was named the President of the Confederacy. E. Thoughts and Discussion:___________________________________ _______________________________________________________ _______________________________________________________
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B-3
Quiz #1 Student Edition
Name_________________________ Date__________________________ The Divisive Politics of Slavery
Fill in the Blank: Write the correct answer in the blanks given within each question. 1. The South depended economically on and .
2. The ___________________ was the secret network where abolitionists hid fugitive slaves trying to escape. 3. The Compromise of 1850 gave the state the right to vote whether they wanted to be a slave state or not, also known as _________________ ___________________. 4. Bleeding Kansas was brought about because of popular sovereignty and the Missouri Compromise line. MODIFIED True or False: Write in the blank the answer the answer in true or false. If the answer in FALSE mark out the word or phrase that makes the statement false, and write under it the word or phrase that makes it TRUE. 5. ______________The Republican Party split because of the issue of slavery. 6. ______________North Carolina was the first state secede from the Union. MATCHING 7. _____ The slave that appealed for freedom to the Supreme Court. 8. _____Wrote the culture changing Novel Uncle Toms Cabin. 9. _____The President elected in 1960 That caused the first southern state to secede from the Union. 10.____ The elected President of the Confederacy. A. Abraham Lincoln B. Dred Scott C. Harriet Beecher Stowe D. Jefferson Davis
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B-4
Quiz #1 Teacher Edition
Name____________________________ Date____________________________ The Divisive Politics of Slavery
FILL IN THE BLANK: Write the correct answer in the blanks given within each question. 1. The South depended economically on agriculture and slavery. 2. The Underground Railroad was the secret network where abolitionists hid fugitive slaves trying to escape. 3. The Compromise of 1850 gave the state the right to vote whether they wanted to be a slave state or not, also known as popular sovereignty. 4. Bleeding Kansas was brought about because of popular sovereignty and the Missouri Compromise line of 3630. MODIFIED True or False: Write in the blank the answer the answer in true or false. If the answer in FALSE mark out the word or phrase that makes the statement false, and write under it the word or phrase that makes it TRUE. 5. False______ The Republican Party split because of the issue of slavery.
Whig
6. False____ North Carolina was the first state to secede from the Union. MATCHING
South
7. __B__ The slave that appealed for freedom to the Supreme Court. 8. __C_ Wrote the culture changing novel Uncle Toms Cabin. 9. _A_ The President elected in 1860 that caused the first southern state to secede from the Union. 10._D_ The elected President of the Confederacy.
A. Abraham Lincoln B. Dred Scott C. Harriet Beecher Stowe D. Jefferson Davis
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B. Mini-Unit #2: The War Begins 1. Plans & Goals for Mini-Unit #2:
The teacher will present the new terms, people, dates, and events that are related to the beginning of the War. The students will be required to define, and recognize the terminology in a timely manner. Particular concepts and relationships will be presented which the students will need to comprehend and analyze for the purpose of understanding the future material. Sub-Objectives 6. Define Terms: Fort Sumter, Bull Run, Antietam, Emancipation Proclamation, Conscription, Economy, and Income Tax. 7. People: Stonewall Jackson, Ulysses S. Grant, Robert E. Lee, Clara Barton, Robert E. Lee 8. Explain the importance of the Emancipation Proclamation. 9. Analyze how women had an effect on the war and the fight against slavery. 10. Contrast the Union and Confederate armies, economy, and supplies
The teacher will introduce the geography (maps: emphasized on page 170 & 171 in the textbook.), stories, and events that surround the battles listed in the terminology. The map of the battles and movement of both the Union and Confederate armies will be used for lecture and will be displayed on a PowerPoint that will help the students understand the difference between the South and the North (economy, supplies, industry, agriculture, and leadership.) The teacher will explain the significance the main figures played in these beginning battles of the Civil War. Teacher will check students notes to make emphasis the importance of the fight against slavery, which groups played a significant role in the fight, and the passing of the Emancipation Proclamation, which will also be included in the PowerPoint and lecture.
3. Guided Practice
Teacher will lead lecture and discussion with the students. Questions will be asked to reemphasize the most significant information regarding the differences between the Northern and Southern Armies as well as the differences in everyday life in both regions of the nation. These questions will include aspects differences of regional culture, education, and ways of life as well as the roles these characteristics play in relation to success in the War. The teacher will then change directions and lead a discussion of the importance of the Emancipation
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Proclamation, and what groups in played a very important role in the abolishment of slavery. The discussion will consist of how these groups help the anti-slavery movement, what action were taken for the U.S. Government to pass the Emancipation Proclamation, and personal opinions on the mater. The students will be asked to verbalize: 1. How they think slave would react to the news when they found out that they were legal free? 2. Would the slaves try to leave their masters and if so what reproductions would be taken? 3. Did all the slaves want to leave their masters? 4. Did the South recognize the freedom of slaves? 5. Did all slaves find out about the Emancipation Proclamation and their freedom or was it hidden from them?
Students will color and label a blank Civil war battle Map (C-1). This assignment will be individual seat work. Students may use their textbook and notes, but no other resources. The students will be assigned into cooperative learning groups to work on the section review where they will define terms, people, and significant events as well as analyze important concepts. The group will have the last half the class period to work on the section review, and it will be graded, reviewed, and collected first thing the next class period. (The students will be assigned to read the next section in the textbook for homework.) Terms: Fort Sumter, Bull Run, Antietam, Emancipation Proclamation, Conscription, Economy, and Income Tax. People: Stonewall Jackson, Ulysses S. Grant, Robert E. Lee, Clara Barton, Robert E. Lee Questions: 1. Create a chart listing the Military Actions in one column and the Social and Economic Changes in another column from the first two years of the war. 2. What effects did the Civil War have on women & African Americans? (Hint: Think about the impact of the Emancipation Proclamation, and womens role in the war effort.) 3. What advantages did the Union have over the South?
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The teacher will assign a Section Review for the class that will cover the section in the textbook that the previous lecture was regarding. The students will be paired in groups; therefore, the peer groups will label their papers accordingly, and will organize the review as specified in the text. Grading Criteria: The terms and identify listed in the section review were defined correctly, and the questions were sufficiently completed in paragraph form. Concepts appear adequately mastered and written legibly. Partial credit may be accepted accordingly. Following the peer grading, and collecting of the Section Review the teacher will allow a few extra minutes for study time within their peer groups. The instructor then will then pass out quiz #2. Once the students are done with the quiz, and the teacher has collected it, the students may use the rest of quiz time to read ahead (C-3). Grading Criteria All terminology is defined or matched correctly. Each short answer question is answered thoroughly and appropriately. All questions are answered, blacks filled, and matching completed, and concepts are thoroughly explained. No partial credit.
Re-Teaching Activities The students who have failed to understand the material will be assigned a peer tutor who has themselves mastered the content. The peer tutor will re-explain the content, and help to answer any questions or misunderstood concepts. Students who do not understand the material will be given teacher notes, and will be assigned a one page paper explaining three of the major concepts that are emphasized in the textbook, and will list all of the significant events with brief definitions in the section of the text. Following completion the teacher will review their work and answer any question the students may still have. Extension Activities Vertical Extension: Each student will be assigned a significant figure that was present during the time period of the Civil War. The students will then be
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required to research the background and important contribution that the particular person gave to history. They must then Write a one page write up, and or present what they have learned about the person in a 3-5 minute speech informal speech in front of the class. Horizontal Extension: Students who have mastered the material will be assigned a peer that is in need of extra help to tutor. These students will need to be able to recognize the content, understand how events relate to one another, and are knowledgeable of the significant figures and important concepts.

Student peer groups will be assigned a significant figure from the Civil War time period. They will work together to find the background and important contributions of their particular person. Depending on the specific accommodations of the students the students will then type, hand write, list, voice record, or oral tell the teacher the information found from their research.
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1. Blank Map for Independent Practice (C-1) 2. Quiz #2 (C-3) 3. Answer Sheet for Quiz #2 (C-4)
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C-2
Name____________________________ Date____________________________ The Civil War Begins
MATCHING: Match the correct BATTLE with the correct DATE. 1. _____ Antietam 2. _____Fort Sumter 3. _____Bull Run A. June 1861 B. September 17, 1862 C. March 4, 1861
SHORT ANSWER: Write the correct answer in the blank provided. 4. ____________________ The confederate general that got his nickname after being immovable at the Battle of Bull Run. 5. ___________________ The most successful Union general. 6. ____________________ The bloodiest single-day battle in American history. 7. ____________________The Confederate general that replaced the General George McClellan after he was wounded in battle. 8. ____________________ A draft that forced men to serve in the army. SHORT ESSAY: Write 3 to 5 sentence to answer the question correctly. 9. What was purpose of the Emancipation Proclamation? What did it do? LISTING: List 5 advantages & disadvantages that affected both armies. 10.___________________ ___________________ ___________________ ___________________ ___________________
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C-3
Name____________________________ Date____________________________ The Civil War Begins
MATCHING: Match the correct BATTLE with the correct DATE. 1. _B__ Antietam 2. _C__ Fort Sumter 3. _A__ Bull Run A. June 1861 B. September 17, 1862 C. March 4, 1861
SHORT ANSWER: Write the correct answer in the blank provided. 4. __Stonewall Jackson__ The confederate general that got his nickname after being immovable at the Battle of Bull Run. 5. __Ulysses S. Grant___ The most successful Union general. 6. ______Antietam_____ The bloodiest single-day battle in American history. 7. __Robert E. Lee_____ The Confederate general that replaced the General George McClellan after he was wounded in battle. 8. ____Conscription____ A draft that forced men to serve in the army. SHORT ESSAY: Write 3 to 5 sentence to answer the question correctly. 9. What was purpose of the Emancipation Proclamation? What did it do? Points of interest: Legally freed the slave, made the war an official moral issue for many, was not immediate with the lines of the confederacy, and ensured that compromise was no longer possible. ( need at least 2 for partial credit.) LISTING: List 5 advantages & disadvantages that affected both armies. 10. ___Population___ ___Eligible Military___ ____Industry____ ___Firearms_____ __Usable Navy_______
Other possible answers: Iron Production, South had better trained leaders.
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C. Mini-Unit #3: The North Takes Charge 1. Plans & Goals for Mini-Unit #3:
The Civil War has taken a new direction in this section of the chapter in the textbook. New terminology, people, and concepts are immerging in the divided nation. The teacher will present the new terms, people, and identify in a way the majority of students will understand, and other methods will be used to help those students who are struggling with the new material. Students will be required to complete this section to move on to the next. Students will define terms, people, and answer questions for Mini-Unit #3. Sub-Objectives
6. Define terms: Gettysburg, Gettysburg Address, Vicksburg, Appomattox Court House,

and Thirteenth Amendment.
7. People: William Tecumseh Sherman, John Wilkes Booth. 8. Analyze the phrase Brother verses brother and describe how the war affected
everyday life.
9. Describe the significance of the Battle of Gettysburg and the Gettysburg Address. 10.Illustrate the impact that assassination on Abraham Lincoln by John Wilkes Booth had
on the Nation.
The instructor will introduce a new map of the movement and direction of both Confederate and Union armies (D-1). The map will present be a visual for the students to see and understand more clearly how the battle played out one after another. They will see the advancement, and the retreat of General Lee as well as many other mistakes made by many other significant officers in the Civil War. The teacher will read the Gettysburg address and ask questions accordingly. The teacher will lead lecture, and directly following begin a question/answer game of Popcorn where each student will have an opportunity to answer and ask their peers a question concerning important facts and concepts from the material. Students will watch clips from the movie Gettysburg, and a PBS documentary of the Hatfield and McCoy feud to emphasis the brother vs. brother concept.
3. Guided Practice
The teacher asks the students to open there texts books and follow along as each student/teacher reads aloud. The students will call on each other randomly to make sure the
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students are following along. The teacher will pause from the reading to reiterate important material that needs to be emphasized, as the students take notes. Following the reading of the section the teacher will lead a discussion on Robert E. Lee and the Confederates surrender to the Union, and how this leads to the Era of Reconstruction. The teacher will ask questions concerning how each region, the North and the South, was affected by the War. 1. 2. 3. 4. 5. 6. What was the destruction like on both sides? Which side, the Union or the Confederacy, received the most destruction? How were individual families affected? How did the war affect the opposing economies? Did the war affect industry and agriculture? How can the government rebuild the devastated South?
The students will be assigned into cooperative learning groups to work on the section review where they will define terms, people, and significant events as well as analyze important concepts. The group will have the last half the class period to work on the section review, and it will be graded, reviewed, and collected first thing the next class period. (The students will be assigned to read the next section in the textbook for homework.) Terms: Gettysburg, Gettysburg Address, Vicksburg, Appomattox Court House, and Thirteenth Amendment. People: William Tecumseh Sherman, John Wilkes Booth. Questions: 1. List the Consequences of the Civil War under these categories: o Political o Economic o Physical o Social 2. Grant and Sherman used the strategy of total war. Do you think the end justifies the means? Thant is, did defeating the Confederacy justify harming civilians? Explain. (Hint: Think about: Their reasoning behind targeting the civilian population; Shermans remark about Georgia where he was determined to make Southerners so sick of war that generations would pass away before they would again appeal to it; and Shermans march through Georgia.
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11.Formative Evaluation
The teacher will assign a Section Review for the class that will cover the section in the textbook that the previous lecture was regarding. The students will be paired in groups; therefore, the peer groups will label their papers accordingly, and will organize the review as specified in the text. Grading Criteria: The terms and identify listed in the section review were defined correctly, and the questions were sufficiently completed in paragraph form. Concepts appear adequately mastered and written legibly. Partial credit may be accepted accordingly. Following the peer grading, and collecting of the Section Review the teacher will allow a few extra minutes for study time within their peer groups. The instructor then will then pass out quiz #3. Once the students are done with the quiz, and the teacher has collected it, the students may use the rest of quiz time to read ahead (D-2). Grading Criteria: All terminology is defined or matched correctly. Each short answer question is answered thoroughly and appropriately. All questions are answered, blacks filled, and matching completed, and concepts are thoroughly explained. No partial credit.
Re-Teaching Activities Teacher will assign peer groups where she will then hand out to each student a copy of the map that was shown to the whole class. The instructor will then explain each battle according to the question the students ask. The students will then be instructed to refer to the textbook and read the paragraphs concerning Gettysburg, the Gettysburg Address, and Appomattox. She will then ask if the students have any misunderstanding of the material. (This in during the time in class where peer groups are working on the section review. When the students are done asking questions they can return to their peer groups to finish answering the questions that will be due the following class period.) Extension Activities Vertical Extension: The students will assume the role of a member of the crowd where at and heard Abraham Lincolns Address at Gettysburg. The student will try to describe the seriousness, emotion, tone, and hope that Lincoln is try to portray through his speech. The student will try to express a honest reaction a
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spectator of the war and the speech. (Keeping in mind that no family went untouched by the war, and that everyone attending the Gettysburg Address had either a cause or a loved one partaking in the war.) Horizontal Extension: Students will be assigned to groups in order to help answer questions, interpret concepts, and emphasis important facts related to the material by social discussion and peer teacher.

Students will analyze the Gettysburg address, and will list emotion that both Abraham Lincoln and a spectator would be feeling at the time of the speech. The list can either be typed, hand written, voice recorded, or orally spoken to the instructor.
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1. Maps marking the directions of the Confederate and Union Armies (D-1). 2. Quiz #3 (D-2) 3. Quiz #3 Answer Sheet (D-3)
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D-1
35
D-1
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D-2
Name____________________________ Date____________________________ The North Takes Charge
MATCHING: Match the correct PERSON with the correct ACTION. 1. ____ Abraham Lincoln 2. ____ William Sherman 3. ____ John Wilkes Booth A. First person to assassinate a US president B. Gave the Gettysburg Address C. Appointed by Grant to raid Georgia
SHORT ANSWER: Write the correct answer in the blank provided. 4. _______________ The town in Virginia where Robert E. Lee and Ulysses S. Grant met to arrange a Confederate surrender. 5. ____________________ The constitutional amendment that abolished slavery in the United States. 6. ____________________ The town in southern Pennsylvania where, starting on July 1st 1863, the most decisive battle of the Civil War was fought. 7. ____________________ The Confederate stronghold on the Mississippi River that fell to Ulysses S. Grant on July 4th, 1863 from siege. 8. ____________________ What year did the Civil War end?
LISTING: List the 2 documents Lincoln used to abolish slavery. 9. 10. ____________________ ____________________
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D-3
Name____________________________ Date____________________________ The North Takes Charge
MATCHING: Match the correct PERSON with the correct ACTION. 1. _A__ Abraham Lincoln 2. _C__ William Sherman 3. _B__ John Wilkes Booth A. First person to assassinate a US president B. Gave the Gettysburg Address C. Appointed by Grant to raid Georgia
SHORT ANSWER: Write the correct answer in the blank provided. 4. ___Appomattox Courthouse___ The town in Virginia where Robert E. Lee and Ulysses S. Grant met to arrange a Confederate surrender. 5. ____The 13th Amendment____ The constitutional amendment that abolished slavery in the United States. 6. ____Gettysburg_____ The town in southern Pennsylvania where, starting on July 1st 1863, the most decisive battle of the Civil War was fought. 7. ____Vicksburg______ The Confederate stronghold on the Mississippi River that fell to Ulysses S. Grant on July 4th, 1863 from siege. 8. ____1865__________ What year did the Civil War end?
LISTING: List the 2 documents Lincoln used to abolish slavery. 9. 10. __Emancipation Proclamation__ ______13th Amendment_____
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D. Mini-Unit #4: Reconstruction & Its Effects 1. Plans and Goals for Mini-Unit #4
This section of the Civil War chapter in the textbook and of the Civil War unit is concerned with the immediate actions follow the war itself. After the Civil war the nation embarked on a period known as Reconstruction, during which attempts were made to readmit the South to the Union. New terminology, people, and concepts will be introduces that are centered on the Reconstruction era. This is the last section of the unit that is displayed in the textbook, and the last of new information to be presented by the instructor. The students will be required to define the new terminology, discuss, and show minable understanding the presented concepts. Sub-Objectives
7. Terms: Freedmans Bureau, Reconstruction, Radical Republicans, Fourteenth

Amendment, Fifteenth Amendment, Scalawag, Carpetbagger, Hiram Revels, Sharecropping, and Ku Klux Klan.
8. People: Andrew Johnson 9. Describe the change in politics and political parties. 10.Paraphrase Andrew Johnsons plan for reconstruction, and the effects on African
Americans and government.
11.Analyze the actions taken by the Ku Klux Klan and the opposing Freedmans Bureau.. 12.Construct an argument explaining the significance of the Thirteenth, Fourteenth
Amendments, and Fifteenth Amendment.
The teacher will introduce the 14th and 15th along with results of the Emancipation Proclamation through a PowerPoint presentation. The PowerPoint will visual explain the events that followed the war, and emphasis the concepts that the student need to know for truly understanding the period, and also for formative and summative assessment that will follow the unit and the mini unit. The instructor will lead the lesson according to the information in the book and on the PowerPoint.
3. Guided Practice
The teacher will request the students follow along in their books the stress the important terminology and concepts including the governments role in Reconstruction, Jim Crow Laws, and the time of depression that swept through the South. The teacher will lead a
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class discussion centered on the Reconstruction. Taking into consideration that the Reconstruction was a time a turmoil for many the teacher will lead the discussion to reflect the results of laws passed and ideals held during the era and how they effects society. The teacher will work through the text systematically touching all the important information, and working them into the class discussion.
The students will be placed into cooperative learning groups to work on the section review as well as the chapter review where they will define terms, people, and significant events as well as analyze important concepts. The section review will only cover the Reconstruction Era where as the Chapter Review will cover all previous mini units. The group will have the last half the class period to work on the section review, and it will be graded, reviewed, and collected first thing the next class period. The Chapter review will be taken up the following class period, and graded for completion. (The students will finish section and Chapter reviews for homework and will prepare for a review day for the summative assessment the next class period.)
The teacher will assign a Section Review for the class that will cover the section in the textbook that the previous lecture was regarding. The students will be paired in groups; therefore, the peer groups will label their papers accordingly, and will organize the review as specified in the text.
Grading Criteria: The terms and identify listed in the section review were defined correctly, and the questions were sufficiently completed in paragraph form. Concepts appear adequately mastered and written legibly. Partial credit may be accepted accordingly. Following the peer grading, and collecting of the Section Review the teacher will allow a few extra minutes for study time within their peer groups. The instructor then will then pass out quiz #2. Once the students are done with the quiz, and the teacher has collected it, the students may use the rest of quiz time to read ahead (E-1).
Grading Criteria All terminology is defined or matched correctly. Each short answer question is answered thoroughly and appropriately. All questions are answered, blacks filled, and matching completed, and concepts are thoroughly explained. No partial credit.
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Re-Teaching Activities
The teacher will consider that this is the last mini-unit of the section that will be on the summative test. He or she will a lot a help class where the teacher will offer her time either during her free period or an hour or two after school where he or she will go over any specific questions that the students have or merely sit and go over the chapter review with the student(s) that are coming for extra help. No deduction of points will be taken away from those who seek extra help. The teacher will announce the help class at least 3 class periods before the actual help class, and the instructor will hold as many as he or she deems necessary Extension Activities Vertical Extension:
Students that have finished all their assigned work and feel they have accomplished the concepts necessary for the Union in Peril unit will write a lesson plan. The students will be assigned into a peer group of 2 or 3, and will pick a mini-unit within the Chapter 4 to re-teach to the class. They will write how they would present the material they want the rest of the class to know, and will quiz them on in following instruction. Horizontal Extension: The instructor will assign a poster. The poster will be half size, and this content will concern a significant player from the chapter. The poster must contain: One picture of the person General Information (Name, birth and death date, hometown) Important Information (Accomplishments, Role in the War, Union or Confederate, Pro or Anti slavery.) Tree facts of interest that cannot be found in the book. (Rubric E-3)

Students will write a paragraph, 3 to 7 sentences, explaining what they feel the significance of the Era of Reconstruction. Along with the paragraph the students will list 10 things that occurred during Reconstruction. The list could contain political action, union oppression south, and the 14th and 15th Amendments. Students may will concepts such as: share cropping, Jim Crow Laws, de-citizenship, segregation. The Paragraph must be written, typed, or recorded. The list may be typed, hand written, voice recorded, or orally spoken to the instructor.
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1. Student Quiz (E-1) 2. Quiz Answer Sheet (E-2) 3. Rubric for Poster (E-3)
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E-1
Name_________________________ Date__________________________ Reconstruction
MATCHING: Match the correct TERM with the correct DEFINITION. 1. _____Scalawag A. White southerners who joined the Republican Party
2. _____Carpetbagger B. System of farming used by former slaves 3. _____Sharecropping C. Northerners who moved to the South after the war SHORT ANSWER: Write the correct answer in the blank provided. 4. ____________________ Who was the first African American Senator? 5. ____________________ Group whose goals included destroying the Republican party, throwing out Reconstruction governments, aiding the planter class, and preventing African Americans from exercising their political rights. 6. ____________________ Amendment which states that no one can be kept from voting because of race, color, or previous condition of servitude. 7. ____________________ Group led by Charles Sumner and Thaddeus Stevens who wanted African Americans to be given full citizenship and the right to vote. 8. ____________________ Time period during which the United States began to rebuild after the Civil War. 9. ____________________ Amendment that prevented states from denying rights and privileges to any U.S. citizen. 10.____________________ Successor to Lincoln to the presidency.
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E-1
Name_________________________ Date__________________________ Reconstruction
MATCHING: Match the correct TERM with the correct DEFINITION. 1. __A._Scalawag A. White southerners who joined the Republican Party
2. __C._Carpetbagger B. System of farming used by former slaves 3. __B._Sharecropping C. Northerners who moved to the South after the war SHORT ANSWER: Write the correct answer in the blank provided. 4. ___Hiram Revels______ Who was the first African American Senator? 5. ___Ku Klux Klan______ Group whose goals included destroying the Republican party, throwing out Reconstruction governments, aiding the planter class, and preventing African Americans from exercising their political rights. 6. ___Fifteenth_________ Amendment which states that no one can be kept from voting because of race, color, or previous condition of servitude. 7. __Radical Republicans_ Group led by Charles Sumner and Thaddeus Stevens who wanted African Americans to be given full citizenship and the right to vote. 8. __Reconstruction_____ Time period during which the United States began to rebuild after the Civil War. 9. __Fourteenth________ Amendment that prevented states from denying rights and privileges to any U.S. citizen. 10._Andrew Johnson____ Successor to Lincoln to the presidency.
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E-3
Making A Poster : Civil War Bio-Poster

Teacher Name: Ms. Fawcett
Student Name:
________________________________________
CATEGORY Title
4
Title can be read from 6 ft. away and is quite creative.
3
Title can be read from 6 ft. away and describes content well. Most graphics are in focus and the content easily viewed and identified from 6 ft. away. All required elements are included on the poster. Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.
2
Title can be read from 4 ft. away and describes the content well.
1
The title is too small and/or does not describe the content of the poster well.
Graphics -Clarity Graphics are all in

focus and the content easily viewed and identified from 6 ft. away.
Most graphics are in Many graphics are focus and the not clear or are too content is easily small. viewed and identified from 4 ft. away. All but 1 of the required elements are included on the poster. Several items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. Several required elements were missing.
Required Elements
The poster includes all required elements as well as additional information. All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. At least 7 accurate facts are displayed on the poster. Student can accurately answer all questions related to facts in the poster and processes used to create the poster.
Labels
Labels are too small to view OR no important items were labeled.
Content Accuracy Knowledge Gained
5-6 accurate facts 3-4 accurate facts Less than 3 accurate are displayed on the are displayed on the facts are displayed poster. poster. on the poster. Student can accurately answer most questions related to facts in the poster and processes used to create the poster. The poster is attractive in terms of design, layout and neatness. Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster. The poster is acceptably attractive though it may be a bit messy. Student appears to have insufficient knowledge about the facts or processes used in the poster.
Attractiveness
The poster is exceptionally attractive in terms of design, layout, and neatness.
The poster is distractingly messy or very poorly designed. It is not attractive.
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D. Mini-Unit #5: The Issue of Slavery 1. Plans and Goals for Mini-Unit #5
Mini-Unit #5 is a research project and an in Class Debate. The debate will act as an alternative assessment. The students will work in teacher assigned groups to research information concerning the slavery issue as it existed during the Antebellum Era prior to the Civil War. The groups will be assigned one of the two perspectives in question. One group will be the abolitionist, anti-slavery, and the other will be slave holders, pro-slavery. The peer groups will have two class periods to work on the debate in class before presenting. The peer groups will develop an opening statement, three points in favor of their position, two against the opposing position, and a conclusion statement. The information must contain component of the content discussed and taught in previous mini-units. The goal of the project is for the students to see and understand the significant role slavery played in history, and to teach the 10th grade American history students how to present an argument properly in a debate for that they may or may not themselves agree with personally. Sub-objectives
1. Critique each other on a public speaking view on the Debate 2. Assess debate in peer group and individual tests. 2. Directed Teaching
The instructor will give each individual student a rubric that will describe the requirements of the oral presentation as well as the type of information that need to be researched in order to complete the project properly (F-1). The teacher will write on the board, and read aloud the group which the students are assigned. The students will also receive a contract that will state that each student within the group will complete the work assigned to them, and that tasks will be divided evenly. The peer will be asked to turn in a sheet of paper that will list the tasks they have decided necessary to complete the project sufficiently and beside the task the individual(s) names that are assigned to that task. The task management sheet will be worth 5 points out of the 100 point project.
3. Guided Practice
The instructor will give two class periods for the students to meet and develop their group designed argument statements and main points. The teacher will allow each group two laptop computers from the mobile computer lab for purpose of researching the topic in
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question. The teacher will monitor the use of the computers by walking around the room every 10 to 15 minutes. Students will receive one warning before disciplinary action will be taken which will be deduction of group grade, or individual punishment. The Punishment is at the teachers discretion. The instructor will also answer any question the students may have, and lead them through the research and development process with insightful and obvious hints, and through a step direction method. There will be no lecture, only a discussion if needed and written directions.
The students will be working within their strategically assigned peer groups (that are based on capabilities) for two class periods. Individual students will be assigned individual tasks to help the group accomplish all the components of the assignment sufficiently. This will be regulated by asking the students to turn in a list of the tasks and who is assigned within the group to accomplish the particular job. The teacher will monitor this by walking around to each group and asking each individual what are you are doing and what is your assigned task? The tasks that are at hand are: Two researchers that will work on the computers two scribes or recording secretaries One spokesman (or spokeswoman) to make the beginning and ending statements One to vocalize the main points of the argument Three students will prepare to answer any question the judge (teacher) may have in support of their argument, One task manager (organizes who does what, and the keeps track of the information for the notebook.)
(This is a total ten student per group.)
5. Formative & Summative Evaluation

The debate will be grade by the rubric that was handed out to the students at the beginning of the project. The debate will be counted as a test grade test for it covers information from all previous mini-units in the Union in Peril unit (F-1). Students will also be asked to grade/evaluate their peers within group on their individual contributions to the group project. There will be a group and an individual grade percentage of the final grade. The peer evaluation will count for twenty points of the grade, but will be at the teachers discretion if the evaluations are accurate. After the presentation the groups will turn in a folder containing all the research, written statements and main arguments, and task management sheet. Point Distribution
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Task Management Sheet Individual work Group Presentation Peer Evaluation Notebook
5pts 20pts 35pts 10pts 30pts Total: 100pts
Re-Teaching Activities Students will be strategically placed in peer groups based on learning capabilities and work ethic. However for those who are struggling their specific tasks, the teacher will a lot time during class time for the students to ask their questions and receive individual help. Extension Activities Vertical Extension:
The strategically assigned peer groups will contain an equal number of students that have shown in previous units a go getem work ethic, and leadership skills. These student s are commonly the individuals that finish their work quickly and accurately. If they continue this pattern, the students will be asked to help another student (within their peer group) that appears to be struggling with their specifically assigned task. Horizontal Extension: A student maybe asked to keep a record of the time in class in which their group worked specific tasks within their groups. This will be considered a position resembling recording secretary. This will keep the student focused in the work that is being accomplished in the group as well realize the amount of time it take for the individual tasks to be completed. It will also help the group identify what they need to do next within the alternative assessment.

Those students who are not capable of working in social situations according to their specific disabilities and IEPs will be assigned another comprehensive project. The students will write a two page argumentative research paper elaborating on the slavery debate, and independent research. The student(s) must use information brought forth in the in class debate as well as independent research. The student(s) will be required to include facts from both the pro and anti-slavery arguments, and it must be evident where the student personal stands on the issue.
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1. Rubric for Debate (F-1)
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F-1
Class Debate : Slavery. The Abolitionists v. Pro- Slavery

Teacher Name: Ms. Fawcett
Student Name:
________________________________________
11. CATEGORY Organization 4

All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.
3
Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.
All arguments were Arguments were not clearly tied to an idea clearly tied to an (premise) but the idea (premise). organization was sometimes not clear or logical. Most information presented in the debate was clear and accurate, but was not usually thorough. Most counterarguments were accurate and relevant, but several were weak.Answered few of the teacher guided questions confidently and sufficiently. Team sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. The team seemed to understand the main points of the topic and presented those with ease. Information had several inaccuracies OR was usually not clear.
Information
All information presented in the debate was clear, accurate and thorough.
Most information presented in the debate was clear, accurate and thorough.
Rebuttal
All counterarguments were accurate, relevant and strong. Answered all the teacher guided questions confidently and sufficiently. Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. The team clearly understood the topic in-depth and presented their information forcefully and convincingly.
Most counterarguments were accurate, relevant, and strong.Answered most of the teacher guided questions confidently and sufficiently. Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. The team clearly undestood the topic in-depth and presented their information with ease.
Counter-arguments were not accurate and/or relevant. Answered none of the teacher guided questions confidently and sufficiently. One or more members of the team had a presentation style that did not keep the attention of the audience. The team did not show an adequate understanding of the topic.
Presentation Style
Understanding of Topic
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Post-Instruction Test
Student Edition Unit Test
Name____________________________ Date____________________________ UNION IN PERIL
I. CIVIL WAR: The Divisive Politics of Politics SHORT ANSWER: Write the correct answer in the blank provided (2 points each). 1. __________________. Which political party divided over the issue of slavery, and basically disappeared? 2. __________________. Abolitionists or those who opposed slavery in 1854 formed what new party? 3. __________________. Who was the slave that appealed for freedom to the Supreme Court? 4. __________________. Who was elected president in 1860, and caused the South to secede from the Union. 5. __________________. Which Southern state was the first to secede from the union? FILL IN THE BLANK: Write the correct answer in the blanks given within each question (2 points each). 6. The Compromise of 1850 gave the state the right to vote whether they wanted to be a slave state or not, also known as_________________________________. 7. The _______________________________was the secret network where abolitionists hid fugitive slaves trying to escape. 8. _________________________ changed the nations view on slavery with her novel Uncle Toms Cabin. 9. _________________________ was unanimously elected president of the Confederacy. 10.The South was economically dependent on both __________________ and _________________.
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II. CIVIL WAR: The War Begins MATCHING: Match the correct answer to the correct phrase or description (2 points each). 11. _____ A daft that forces men to serve in the Army. 12._____The bloodiest most single day battle in American History. 13._____ The first bloodshed on the battlefield occurred at this location. 14. _____ A specified percentage of an Individuals salary that helped pay for the war in the North. 15. The military action that began the deadly struggle between the North and South. A. Bull Run B. Conscription C. Fort Sumter D. Antietam E. Income Tax
SHORT ANSWER: Write the correct answer in the blank provided (2 points each). 16. _______________________ The most successful CONFEDERTE general. 17. _______________________ The Confederate general that got his nickname after being immovable at the Battle of Bull. 18. _______________________ The most successful UNION general. 19. _______________________ The person that who founded the Red Cross. 20. ________________________ The document that legally outlawed slavery in the Southern states. III. CIVIL WAR: The North Takes Charge MODIFIED True or False: Write in the blank provided the answer the answer in true or false. If the answer in FALSE mark out the word or phrase that makes the statement false, and write the correct it the word or phrase that makes it TRUE in the space provided (2 points each). 21. ______________________The union army fought to take Gettysburg, one the remaining Confederate strongholds on the Mississippi River. 22. _____________________ The speech that President Abraham Lincoln gave that is said to have remade America was the Gettysburg Address.
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23._____________________ The Antietam was the most decisive battle of the Civil War. 24._____________________ Robert E. Lee assonated Abraham Lincoln at Fords Theater on April 14, 1865. 25._____________________ On April 3, 1865 at a town called Appomattox Court House, Lee and Grant met to arrange a Confederate surrender. 26. ____________________ The Fourteenth Amendment of the Constitution outlawed within the United States, and not just in the Southern states. SHORT ANSWER: Write the correct answer in the blank provided (2 points each). 27.________________________ The man that assassinated Abraham Lincoln. 28.________________________ The Union general that march through Georgian, and left a path of destruction burning down almost every house in his path and destroyed livestock and railroads. TRUE or FALSE: Write true in the blank provided if the statement is correct, and write the word false in the blank if the statement is incorrect. 29. ______________Ulysses S. Grant used the total war strategy which allowed for many civilian casualties. 30.______________ The Confederate Army had more casualties in the Civil War that the Union Army. IV. THE CIVIL WAR: Reconstruction and Its Effects MATCHING: Match the correct answer to the correct phrase or description (2 points each). 31. ____The period which the United States began to rebuild after the Civil War. 32. ____ Southerners who joined the Union Republican Party. A. Carpetbaggers B. Sharecroppers C. Reconstruction D. Scalawags
33. ____ Northerners that moved to the South after the war. 34. ____ Many African Americans and impoverished
53
whites were economically force into a farming system. SHORT ANSWER: Write the correct answer in the blank provided (2 points each). 35. _________________________ States that no one can be kept from voting because of race, color, or previous condition of servitude. 36. _________________________ The President that was inaugurated following the assassination of Lincoln, and submitted his plan for Reconstruction in May of 1865. 37. __________________________ The first African American senator. 38. _________________________ Was considered the most notorious and widespread Southern Vigilante group, and had a reigning goal to prevent African Americans from exercising their political rights. 39. _________________________ Provided food, clothing, hospitals, legal protector, and education for former slaves and poor whites. 40.__________________________ Prevented states from denying rights and privileges to any U.S. citizens, now defined as all persons born or naturalized in the United States.
V. CIVIL WAR: The Issue of Slavery ESSAY: Write a sufficient essay that demonstrates knowledge and understanding of the concepts in the question below. Answer the question thoroughly and completely. (Hint: A sufficient essay is more than a paragraph.) 41-50. Using the information and concepts talked about in class discuss, individual research, and the in class debate write an essay about the issue of slavery. What were the reason for pro- slavery, and anti-slavery movements? How did women help in the anti-slavery movement? Why? How were slaves treated? Did all southerners own slaves? (20 points)
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V. Post-Instructional Phase 1. Reflections Upon Student Performance

Following the completion of the Union In Peril unit, the tenth grade American History before 1877 students that unit was prepared for should be able to display mastery of the of the concepts, terminology, and important events that are stated in the unit objectives. The students should demonstrate their knowledge on the teacher-developed summative unit test, and the class slavery debate with at least an 80%. The teacher designed unit test reaches synthesis level, and the alternate assessment, the in-class debate, reaches evaluations level. Because the unit and the content is carefully organized and arranged to allow for opportunities for feedback and improvement in each mini-unit, students have encountered similar practice assignments that prepares them for summative assessment and alternative assessment. The students should recognize the format of the assessments as well as the content that is presented.
2. Reflections Upon Instructional Activities

In each mini-unit of the Union In Peril each student of the tenth grade American History before 1877 have been provided with the information need to successfully complete this Civil War unit. The students have a structural overview of the over-all unit, maps, notes, section and chapter reviews to guide them through the alternative assessment, and to prepare them for the final summative assessment, teacher derived test. Graded discussion, and teacher given notes is planned thoroughly and sufficiently to prepare the students for all assessments that the students will come across, formative, alternative, and summative assessment.
3. Reflection Upon Formative and Summative Assessment

The formative and summative assessments provided in this unit reaches up to synthesis level. The students are given every opportunity to learn and review the information prior to assessment, as well as opportunity to improve after formative assessment. All the information on the assessments has been introduced by the instructor and reinforced through discussion and section or chapter reviews.
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Works Cited
Alex - Alabama Learning Exchange. Alabama Virtual Library, University of Birmingham Alabama, The Malone Family Foundation. Web. 03 Dec. 2011. <http://alex.state.al.us/standardAll.php?grade=10>. "Civil War Maps - View Our Civil War Battle Maps | Civil War Trust." Civil War Trust: Saving America's Civil War Battlefields. Web. 03 Dec. 2011. <http://www.civilwar.org/maps/>. "Create Your Rubric - Customize Your Rubric." RubiStar Home. Web. 04 Dec. 2011. <http://rubistar.4teachers.org/index.php?screen=CustomizeTemplate>. "Education World: U.S. History 5-12." Education World: The Educator's Best Friend. Web. 03 Dec. 2011. <http://www.educationworld.com/standards/national/soc_sci/us_history/5_12.shtml>. Enges, Robert F. "Slavery In The Civil War Era." The American Civil War Home Page. Web. 04 Dec. 2011. <http://www.civilwarhome.com/slavery.htm>. Foner, Eric. Give Me Liberty!. an American History. New York: W.W. Norton, 2009. Print. Klor De Alva, Wilson, and Woloch. "The Union in Peril." The Americans Reconstruction to the 21st Century. By Danzer. Evanston, IL: McDougal Littell, 2009. 154-91. Print. McLaurin, Melton A. Cecilia, A Slave. New York: Avon, 1991. Print. "Outline Maps." Education Place. Web. 03 Dec. 2011. <http://www.eduplace.com/ss/maps/>. "Photographs of African Americans During the Civil War (Prints and Photographs Reading Room, Library of Congress)." Library of Congress Home. Web. 03 Dec. 2011. <http://www.loc.gov/rr/print/list/081_cwaf6.html>.
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I. Pre-Instructional Phase A.

15.Create an outline of the main restrictions and legislation passed during

6. Construct an argument explaining the significance of the Thirteenth, Fourteenth

Mini-Unit #5. The Issue of Slavery 1. 2. 3. 4. 5.

F. Rationalization of Mini Units and Order

G. Table of Contents Specification -- Civil War Unit 1. Information/Facts:

B. Giving Student Rational for the Unit

C. Reviewing Entry Behaviors

D. Structure Overview of the Unit

7. Accommodations & Modifications

Appendix Table of Contents for Mini-Unit #1

Civil War Unit Section Fill in the Blank Notes

Quiz #1 Student Edition

Name_________________________ Date__________________________ The Divisive Politics of Slavery

Quiz #1 Teacher Edition

Name____________________________ Date____________________________ The Divisive Politics of Slavery

A. Abraham Lincoln B. Dred Scott C. Harriet Beecher Stowe D. Jefferson Davis

7. Accommodations & Modifications

Appendix Table of Contents for Mini-Unit #2

Quiz #2 Student Edition

Name____________________________ Date____________________________ The Civil War Begins

Quiz #2 Teacher Edition

Name____________________________ Date____________________________ The Civil War Begins

6. Define terms: Gettysburg, Gettysburg Address, Vicksburg, Appomattox Court House,

7. Accommodations & Modifications

Appendix Table of Contents for Mini-Unit #3

Quiz #3 Student Edition

Name____________________________ Date____________________________ The North Takes Charge

Quiz #3 Teacher Edition

Name____________________________ Date____________________________ The North Takes Charge

7. Terms: Freedmans Bureau, Reconstruction, Radical Republicans, Fourteenth

7. Accommodations & Modifications

Appendix Table of Contents for Mini-Unit #4

Quiz #4 Student Edition

Name_________________________ Date__________________________ Reconstruction

Quiz #4 Student Edition

Name_________________________ Date__________________________ Reconstruction

Making A Poster : Civil War Bio-Poster

Graphics -Clarity Graphics are all in

Labels are too small to view OR no important items were labeled.

Content Accuracy Knowledge Gained

The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is distractingly messy or very poorly designed. It is not attractive.

(This is a total ten student per group.)

5. Formative & Summative Evaluation

5pts 20pts 35pts 10pts 30pts Total: 100pts

7. Accommodations & Modifications

Appendix Table of Contents for Mini-Unit #5

Class Debate : Slavery. The Abolitionists v. Pro- Slavery

11. CATEGORY Organization 4

Student Edition Unit Test

Name____________________________ Date____________________________ UNION IN PERIL

V. Post-Instructional Phase 1. Reflections Upon Student Performance

2. Reflections Upon Instructional Activities

3. Reflection Upon Formative and Summative Assessment

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