Grade 10 Unit1 The Civil War

West Haven Public Schools

Unit Planning Organizer

Subject:  U.S. History                                          

Grade:  10

Unit:  The Civil War

Pacing:  Two Weeks

Essential Questions:

  1. Is conflict inevitable?  Desirable?  Avoidable?
  2. How did differing views between the North and South bring conflict?
  3. How did specific individuals help to save the Union or try to pull the country apart?

Big Ideas:

  1. Conflict arises when different culture fail to come to an agreement or mutual understanding.
  2. People in different parts of the country had different values and beliefs on how the country should be run and what impact government should have.
  3. Powerful individuals have a significant impact on history.

CT State Standards

Priority:

1.3.10:  Analyze the causes and results of political/social revolution.

1.1.8:  Analyze the influence of sectionalism on American life.

1.1.12:  Evaluate the role and impact of the individual on historical events.

Supporting:

1.1.2:  Trace the evolving nature of citizen’s rights.

1.1.3:  Trace the changing role of American participation and influence in world affairs.

1.1.4:  Explain the changing nature of the American economy.

1.1.5:  Assess the influence of geography on the development of the United States.

1.1.6:  Compare and contrast various American beliefs, values and political ideologies.

1.1.7:  Analyze the influence of nationalism on American society.

1.1.9:  Assess the significance of the evolving heterogeneity of American society.

1.1.10:  Analyze the impact of technology and scientific discovery on American society.

1.2.2:  Compare and contrast the experiences of Connecticut citizens with other U.S. citizens throughout American history.

1.3.5:  Compare and Contrast political systems across historical time periods.

1.3.9:  Analyze the impact of nationalism on the world.

1.3.12:  Evaluate the impact of major belief systems on societies and nations.

1.4.3:  Analyze how geographic location and physical features have influenced national histories.

1.5.2:  Analyze how a specific environment has influenced historical developments in a region of the United States.

1.6.2:  Analyze the influence of geography on the development of the United States.

1.6.3:  Analyze patterns of migration both within and among nations.

1.6.4:  Analyze man-made factors that cause human movement.

1.7.1:  Compare and contrast how different national governments throughout the world attempt to meet the needs of their citizens.

1.8.1:  Describe examples of laws that have been modified to meet the changing needs of society.

1.8.2:  Explain factors that contribute to making and implementing laws in different government systems.

1.10.2:  Analyze how the abundance or scarcity of resources affects the nation and the individual.

“Unwrapped” Concepts and Skills, and Bloom Levels (BL)

Concepts(Need to Know)

Skills(Able to Do)

BL

-Causes and results of political/social revolution

         *sectionalism

         *states rights

         *battle over slavery

         *power of the federal government

 

-Influence of sectionalism on American life

          *States vs. Federal governments

          *Slavery- Abolitionists, compromises,

              clashes

          *Economic issues, industrialism vs.

              agriculture   

 

-Role and impact of the individual

           *Lincoln

           *Davis

           *Lee

           *Grant

           *other Generals, military, political

               figures

 

 

-Analyze

 

 

 

 

 

 

-Analyze

 

 

 

 

 

 

-Evaluate

4

 

 

 

 

 

 

4

 

 

 

 

 

 

5

Assessments

Common Formative Pre- Assessment:

-Pre-test

 

“Dipsticks” (Informal Progress Monitoring Checks):

-Homework

-In class individual and small group work

-Quizzes

-Q and A

-Closure Activities

 

Common Formative Post- Assessment:

-Test

 

Instructional Planning

Suggested Resources/Materials:

Textbook

Primary/Secondary Sources

Map Activity

Graphic Organizer

Videos

Power Point/Smartboard

Computers

Student Created Posters

 

Suggested Research-based Effective Instructional Strategies:

PBS Civil War Classroom Materials, “Glory”, “Gettysburg”, “Hunt for John Wilkes Booth”, April 1865, Diaries of Veterans

Vocabulary/Word Wall

Enrichment/Extension

Interdisciplinary Connections

Gettysburg
Antietam
Diversity in Civil War
Appomattox Court House
John Brown
Secession
Abraham lincoln
Robert E Lee
US Grant
John Wilkes Booth
SSSE
Adv/Disadv of N and S
Election of 1860
Harriet Beecher Stowe
Uncle Tom's Cabin
popular sovereignty
13th Amendment
14th Amendment
15th Amendment
Jefferson Davis
Confederate States of America
Fort Sumter, Charleston SC

-Crossword Puzzle 17, Abraham Lincoln

-Crossword Puzzle 18, Lincoln’s Assassination

-Zinn, “The Other Civil War”, p. 161-186

-Nystrom Atlas of U.S. History (p. 52-59), Use Maps to Write Report

-For the Record, “Lincoln-Douglas Debates”

-Literature (“The American Experience”):

   *Frederick Douglas, “My Bondage, My Freedom” (p. 428-430)

   *Robert E. Lee, “Letter to His Son” (p. 448-450)

   *Abraham Lincoln, “The Gettysburg Address” (p. 442-444)

-Math:  “Figure It Out” Activity”

-Science:  Research Field Hospitals, Medical Techniques, Sanitation and the Spread of Disease in the Civil War