• Strand Civil War

    Standard Civil War

    Grade Level 8

    Code U5.2

    GLCE/HSCE

    8 – U5.2.1 Explain the reasons (political, economic, and social) why Southern states seceded and explain the differences in the timing of secession in the Upper and Lower South. (C3, E1.2)

    (National Geography Standard 6, p. 154)

    8 – U5.2.2 Make an argument to explain the reasons why the North won the Civil War by considering the

    • critical events and battles in the war

    • the political and military leadership of the North and South

    • the respective advantages and disadvantages, including geographic, demographic, economic and technological (E1.4)

    (National Geography Standard 15, p. 173)

    8 – U5.2.3 Examine Abraham Lincoln"s presidency with respect to

    • his military and political leadership

    • the evolution of his emancipation policy (including the Emancipation Proclamation)

    • and the role of his significant writings and speeches, including the Gettysburg Address and its relationship to the Declaration of Independence (C2)

    8 – U5.2.4 Describe the role of African Americans in the war, including black soldiers and regiments, and the increased resistance of enslaved peoples.

    8 – U5.2.5 Construct generalizations about how the war affected combatants, civilians (including the role of women), the physical environment, and the future of warfare, including technological developments. (National Geography Standard 14, p. 171)

    Key concepts

    Essential understandings

    (Procedural or Conceptual)

    Vocabulary

    seceded

    emancipation policy

    regiments

    generalizations

    combatants

    civilians

    respective

    technological - an understanding of how the term is relative to the era

    evolution - as in a progression

    warfare

    Content Vocabulary

    Upper South

    Lower South

    Emancipation Proclamation

    Gettysburg Address

    Declaration of Independence

    Aligned Assessments

    Students will know

    • the reasons southern states seceded individually
    • why the North won the Civil War
    • the impact Lincoln"s presidency had on the Civil War
    • what African American endured during the Civil War
    • the long term implications ofthe Civil Warand how it transformedlife in America

    Students will be able to

    • illustrate the political, economic, and social reasons why the Southern states seceded
    • clarify the reasons why the Upper South and Lower South seceded at different times
    • give reasons for the North"s victory utilizing critical events and battles in the war
    • compare and contrast the political and military leadership of the North and the South
    • provide illustrations of advantages and disadvantages of the North and the South (geographic, economic, and technological)
    • identify the strengths of Lincoln"s presidency
    • defend the progression ofLincoln"s policiestoward emancipation
    • identify aspects of Lincoln"s writing (i.e. Gettysburg Address)that reflected the ideals of the Declaration of Independence
    • portray the varying roles of African Americans in the Civil War (i.e. soldiers, rebels, slaves)
    • demonstrate how the war affected various social groups and the landscape of America
    • identify the ways women were involved in the Civil War
    • make predictions about how the war altered American life

    Student Friendly Language

    "I can" Stateements

    1. I can illustrate political, economic and social reasons why the Southern states seceded.

    2. I can clarify the reasons why the Upper South and Lower South seceded at different times.

    3. Using critical events and battles during the war I can give reasons for the North"s victory.

    4. I can compare and contrast the political and military leadership of the North and South during the war.

    5. I can give illustrations of the advantages and disadvantages of the North and South (geographic, economic, technical) during the war.

    6. I can identify the strengths of Lincoln"s presidency.

    7. I can defend the progression of Lincoln"s policies towards emancipation.

    8. I can identify aspects of the Gettysburg Address that reflect the ideals of the Declaration of Independence.

    9. I can portray the different roles of African Americans in the Civil War (i.e. soldiers, rebels and slaves.)

    10. I can demonstrate how the war affected various social groups and the landscape of America

    11. I can identify the ways that women were involved in the Civil War.

    12. I can make predictions about how the war altered American life.

    Last Modified on 11/20/2008 2:14:08 PM

    U5.1 The Coming of the Civil War

    8 – U5.1.1 Explain the differences in the lives of free blacks (including those who escaped from slavery) with the lives of free whites and enslaved peoples. (C2)

    8 – U5.1.2 Describe the role of the Northwest Ordinance and its effect on the banning of slavery (e.g., the establishment of Michigan as a free state). (National Geography Standard 12, p. 167)

    8 – U5.1.3 Describe the competing views of Calhoun,Webster, and Clay on the nature of the union among the states (e.g., sectionalism, nationalism, federalism, state rights). (C3)

    8 – U5.1.4 Describe how the following increased sectional tensions

    • the Missouri Compromise (1820)

    • the Wilmot Proviso (1846)

    • the Compromise of 1850 including the Fugitive Slave Act

    • the Kansas-Nebraska Act (1854) and subsequent conflict in Kansas

    • the Dred Scott v. Sandford decision (1857)

    • changes in the party system (e.g., the death of the Whig party, rise of the Republican party and division of the Democratic party)

    (C2; C3) (National Geography Standard 13, p. 169)

    8 – U5.1.5 Describe the resistance of enslaved people (e.g., Nat Turner, Harriet Tubman and the Underground Railroad, John Brown, Michigan"s role in the Underground Railroad) and effects of their actions before and during the Civil War. (C2)

    8 – U5.1.6 Describe how major issues debated at the Constitutional Convention such as disagreements over the distribution of political power, rights of individuals (liberty and property), rights of states, election of the executive, and slavery help explain the Civil War.

    (C2) (National Geography Standard 13, p. 169)

    Vocabulary

    slavery

    tension

    resistance

    Content Vocabulary

    Northwest Ordinance

    John C. Calhoun

    Daniel Webster

    Henry Clay

    sectionalism

    nationalism

    federalism

    states" rights

    Missouri Compromise

    Wilmot Proviso

    Compromise of 1850

    Fugitive Slave Act

    Kansas-Nebraska Act

    Dred Scott v. Sanford

    Whig Party

    Republican Party

    Democratic Party

    Nat Turner

    Harriet Tubman

    Underground Railroad

    John Brown

    Constitutional Convention

    liberty

    Civil War

    The students will know...

    • the standard of living for specific groups of people including free blacks, free whites, and enslaved peoples
    • the contents of the Northwest Ordinance and its effect on society
    • what views Calhoun, Clay, and Webster held regarding states rights and federal laws
    • how events (such asthe Missouri Compromise, the Wilmot Proviso, the Compromise of 1850, the Fugitive Slave Act, the Kansas-Nebraska Act, the Dred Scott v. Sanford decision, etc.) during the early 1800"s impacted regional differences
    • the ways enslaved people attempted to challenge their status
    • what major issues led to the civil war

    The students will be able to...

    • differentiate standard of livingdiscrepancies between free blacks (including those who escaped from slavery), free whites, and enslaved blacks
    • identify the provisions within the Northwest Ordinance that had an impact on the banning of slavery (e.g. the establishment of Michigan as a free state)
    • clarify the differences between sectionalism, nationalism, federalism, and states" rights
    • compare and contrast the views of Calhoun, Webster, and Clay in regards to the role of the federal government (specifically: sectionalism, nationalism, federalism, states" rights)
    • identify which regions of the country were represented by the beliefs of Calhoun, Webster, and Clay
    • give an explanation of how the each of the following events amplified tensions within the Union: the Missouri Compromise, the Wilmot Proviso, the Comprimise of 1850, the Fugitive Slave Act, the Kansas-Nebraska Act, the Dred Scott v. Sanford decision
    • explain how each of the following political party changes escalated tensions within the Union: death of the Whig Party, rise of the Republican Party, division of the Democratic Party
    • illustrate Michigan"s role in the Underground Railroad
    • evaluate the outcomes (before and during the Civil War) of the following resistance movements: Nat Turner"s Revolt, Harriet Tubman"s actions with the Underground Railroad, John Brown"s Raid on Harper"s Ferry
    • establish a cause and effect relationship between the major issues that were debated at the Constitutional Convention (distributionof political power, rights of individuals (liberty and property), rights of states, election of the executive, and slavery) and the disagreements that led to the Civil War (the institution of slavery, agrarian society vs. industrial society, population dispairty,distribution of power, and states" rights).

    Student Friendly Language

    "I can" Statements

    1. I can describe the difference between free blacks (those who escaped from slavery), free whites and enslaved blacks.

    2. I can identify provisions within the Northwest Ordinance that had an impact of the banning of slavery (e.g. the establishment of Michigan as a free state.)

    3. I can describe the differences between sectionalism, nationalism, federalism and states rights.

    4. I can compare and contrast the views of Calhoun, Webster and Clay in regards to the role of the federal government (e.g. sectionalism, nationalism, federalism and states rights.)

    5. Identify which regions of the country were represented by the beliefs of Calhoun, Webster and Clay.

    6.

    Last Modified on 11/20/2008 2:47:23 PM

Last Modified on February 14, 2018