CA Content Standards:
8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
1. Discuss the importance of the slavery issue as raised by the annexation of Texas and California’s admission to the union as a free state under the Compromise of 1850.
2.Analyze the significance of the States’ Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay’s role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v. Sandford decision (1857), and the Lincoln-Douglas debates (1858).
3. Describe the lives of free blacks and the laws that limited their freedom and economic opportunities.
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
1. Discuss Abraham Lincoln's presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his "House Divided" speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).
2.Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee's surrender at Appomattox
3. Explain how the war affected combatants, civilians, the physical environment, and future warfare.
1. Discuss the importance of the slavery issue as raised by the annexation of Texas and California’s admission to the union as a free state under the Compromise of 1850.
2.Analyze the significance of the States’ Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay’s role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v. Sandford decision (1857), and the Lincoln-Douglas debates (1858).
3. Describe the lives of free blacks and the laws that limited their freedom and economic opportunities.
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
1. Discuss Abraham Lincoln's presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his "House Divided" speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).
2.Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee's surrender at Appomattox
3. Explain how the war affected combatants, civilians, the physical environment, and future warfare.
Common Core:
Reading Standards:
1.Cite specific textual evidence to support analysis of primary and secondary sources.
2.Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
3.Identify key steps in a text’s description of a process related to history/social studies
Writing Standards:
1. Write arguments focused on discipline-specific content.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
3. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
1.Cite specific textual evidence to support analysis of primary and secondary sources.
2.Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
3.Identify key steps in a text’s description of a process related to history/social studies
Writing Standards:
1. Write arguments focused on discipline-specific content.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
3. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Big Ideas:
1. The Southern U.S. states succession from the Union
2. The beginning of the Civil War
3. The institution of slavery in the United States and the Emancipation Proclaimation
4. The Presidency of Abraham Lincoln
5. Civil War and the American Life
6. Major Battles
2. The beginning of the Civil War
3. The institution of slavery in the United States and the Emancipation Proclaimation
4. The Presidency of Abraham Lincoln
5. Civil War and the American Life
6. Major Battles
Unit Goals:
Students understand why the Southern States seceded from the Union and identify the causes of the Civil War
Students understand the economic differences between the North and South and understand why the South relied on slave labor.
Students recognize the significance of Abraham Lincoln’s Presidency, his speeches, writings, and his goal to keep the Union whole.
Students understand the impact of the Emancipation Proclamation.
Students how civilians, combatants and the physical environment were affected by the Civil War
Students identity major battles and turning points in the Civil War
Students understand the economic differences between the North and South and understand why the South relied on slave labor.
Students recognize the significance of Abraham Lincoln’s Presidency, his speeches, writings, and his goal to keep the Union whole.
Students understand the impact of the Emancipation Proclamation.
Students how civilians, combatants and the physical environment were affected by the Civil War
Students identity major battles and turning points in the Civil War
Assessments
Students will create a foldable
Students will do a quickwrite discussing the causes of the Civil War
Students will take guided notes
Students will create an illustrated timeline
Students will create a fictional journal entry
Students will take a unit test
Students will do a quickwrite discussing the causes of the Civil War
Students will take guided notes
Students will create an illustrated timeline
Students will create a fictional journal entry
Students will take a unit test