Social Studies – United States History Until 1877
TAKS Review and Preview (10 days) CURRICULUM GUIDE
Essential Questions / Essential Pre-requisite Skills□ What were the major events and issues that affected the United States and what were their effects?
□ What were the major geographical influences on the history of the United States and what were their effects?
□ What were the major social and economic issues and events that affected the United States from 1877 to the present and what were their effects?
□ What were the major political influences on the United States and what were their effects?
□ How can social studies skill be used to analyze social studies information? / □ Using social studies skills to interpret and analyze information (Grade 1-Grade 7)
□ Understanding political, social, and economic issues surrounding a historical event. (Grade 1-Grade 7)
Instructional Model & Teacher Directions
The teacher will… / So students can…
See your campus TAKS review plan for details on processes and the 8th grade TAKS RAP Resource CD for lessons and
strategies / See the Student Review Guide on the TAKS RAP Resource CD
Vocabulary:
See the 8th Grade TAKS Rap Resource CD for vocabulary lists, lessons, and strategies / Textbook – The American Republic to 1877
Print Resources
History Alive
Adventure Tales of America
Media Resources
PowerMediaPlus
Ignite! Learning
Evidence of Learning
Differentiation / Interims/TAKS/Benchmark / College-Readiness
Anticipated Skills for SAT/ACT/College Board
What do you do for students who need further support?
See the 8th Grade TAKS RAP Resource CD for vocabulary lists, lessons, and strategies.
What do you do for students who master the learning quickly?
See the 8th Grade TAKS RAP Resource CD for vocabulary lists, lessons, and strategies. / Released TAKS Test Questions (See Resource CD)
Social Studies – United States History Until 1877
Unit 10: The Coming of the Civil War
Fourth Grading Period – Week 7 CURRICULUM OVERVIEW
Big Idea / Unit RationaleEnduring Understandings
- Differences between people or groups may become so severe that they are very difficult to resolve.
- The failure of compromise may make conflict inevitable
Overarching Question
- Was slavery the primary cause of the Civil War?
- Why did compromises between the North and South fail before the Civil War? / The spread of slavery to the territories became a focus for sectional tensions and congressional attempts at compromise. In the late 1850’s, compromise between pro slavery and anti slavery forces became almost impossible. Southern secession and Lincoln’s preserving the union made the Civil War inevitable.
Lessons for this Unit
□ Lesson 1: The Causes of the Civil War
TEKS / TEKS Specificity - Intended Outcome
Concepts / TEKS 8.7 History
A. Analyze the impact of tariff policies on sections of the United States before the Civil War.
B. Compare the effects of political, economic, and social factors on slaves and freed blacks.
C. Analyze the impact of slavery on different sections of the United States.
D. Compare the provisions and effects of congressional conflicts and compromises prior to the Civil War,
including the roles of John C. Calhoun, Henry Clay, and Daniel Webster.
TEKS 8.11 Geography
B. Compare places and regions of the United States in terms of physical and human characteristics.
TEKS 8.13 Economics
A. Identify economic differences among different regions of the United States.
B. Explain reasons for the development of the plantation system, the growth of the slave trade, and the spread of slavery.
TEKS 8.19 Government
B. Evaluate the impact of selected landmark Supreme Court decisions including Dred Scott v. Sanford on life in the United States.
TEKS 8.21 Citizenship
A. Identify reasons for and the impact of selected examples of civil disobedience in U.S. history such as Henry David Thoreau’s refusal to pay a tax.
TEKS 8.22 Citizenship
B. Summarize a historical event in which compromise resulted in a peaceful resolution. / I can
· explain how the spread of slavery to new territories added to the conflicts between the North and the South (8.7C)
· describe how people like John C. Calhoun, Henry Clay, and Daniel Webster attempted to help the North and South compromise and how successful they were. (8.7D, 8.22B)
· compare the compromises reached before the Civil War based on what they included and what they accomplished. (8.7D)
· explain why people wanted to spread slavery into the newly acquired territories of the United States (8.13B)
· compare the political, social, and economic differences between the North and the South (8.7A/C, 8.11B/8.13A)
· describe the impact that the case Dred Scott v Sanford had on the existing tensions in the United States (8.19B)
Skills / TEKS 8.30 Social studies skills
ëB. Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.
C. organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps
TEKS 8.31 Social studies skills
C.Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate
D. Create written, oral, and visual presentations of social studies information. / · use social studies skills and terminology to analyze information by various methods, and interpret/organize information gathered from different types of resources. (8.30 B/C, 8.31 A/B/C)
· communicate historical information and research to others in various forms. (8.30B/D)
Evidence of Learning
□ Given a list of descriptive sentences, students will identify the differences between the North and the South with 80% accuracy.
□ Given a timeline, students will demonstrate their understanding by correctly sequencing events with 80% accuracy.
□ Given a document based question, students will analyze primary and secondary sources to determine the causes of the Civil War.
□ Given an era map graphic organizer, students will correctly identify and explain the characteristics and significance of the Civil War period with 80% accuracy.
(3-5 days) Lesson 1: The Coming of the Civil War CURRICULUM GUIDE
Essential Questions / Essential Pre-requisite Skills□ Was slavery the primary cause of the Civil War?
□ Could war between the North and South have been avoided? / □ Civil War (4th grade)
□ slavery (4th grade)
□ Fort Sumter, beginning of Civil war (5th grade)
□ How to read and interpret primary source documents (4th grade)
□ Sequencing of events (K-7th grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will… / So students can…
Use the History Alive! Textbook , Lesson Guide: Lesson 20, resources from the Social Studies website, and the Social Studies framework to conduct this lesson and daily classroom instruction
Hook
· Have students complete the Preview on page 137 of the interactive notebook. Project Transparency 20 and pose the following questions What do you see in each picture? which picture represents people in the North? Which picture represents people in the South? What are both sides preparing to do? How does each side feel about the coming war?
· Introduce the graphic organizer for this unit on page 273 and direct students to read section 20.1 in History Alive! / Complete and share answers to the class.
Read the assigned section and using the graphic organizer answer the following questions: What issue divided the country? What happened that made it impossible to ignore the slavery question? Why did compromise fail?
Experiential Exercise
· Place students in groups of four. Within the group, assign two students the role of northerner and two students the role of southerner.
· Distribute Reading Notes 20. Tell students, in this activity, to assume the role of a northerner or southerner and, like the statesmen before the Civil War, attempt to settle the issues in order to preserve the Union. Tell students that for each issue they will do the following: Listen to a recording that explains the issues that threaten the Union. (Found on History Alive! disk distributed at the beginning of the school year during the Literacy with an Attitude conference) / Complete the information in Part 1 of Reading Notes to explain why the issue led to tension between the North and the South.
Attempt to reach a compromise on the issue and describe the compromise in Part 2
Read about what actually happened and record that information in Part 3
Independent Practice:
· Repeat process for situations 2 through 5.
· Allow students to discover what actually happened by looking at the image on page 288 in History Alive!
· Direct students to read Section 20.9 and record the South’s reaction to the election of Lincoln in Part 3 of the Reading Notes
· Debrief the activity by asking the following questions: How did you feel with your little fingers interlocked as you tried to reach agreement on the issues? On which issue was it easiest to reach agreement? On which issue was it most difficult to reach agreement? Do you think the Civil War could have been avoided? Explain
Processing Assignment:
· Using Reading Notes for information. Students will write a letter from the perspective they portrayed in the activity. When students have completed the letter, have “northern” students exchange notebooks with “southern” students, and write rebuttals. / Complete each Reading Notes section.
Respond to questions in interactive notebook and pair/share responses with class.
Write and exchange letters.
Vocabulary:
sectionalism
· John C. Calhoun
· Henry Clay
· Daniel Webster
· States’ Rights
· Wilmot Proviso
· Compromise of 1850
· Fugitive Slave Act
· Kansas-Nebraska Act
· Bleeding Kansas
· Republican Party
· Dred Scott v. Sanford
· Uncle Tom’s Cabin
· Lincoln-Douglas Debates
· Raid on Harper’s Ferry
· Election of 1860
· Secession / Textbook – The American Republic to 1877
Ch. 15, Sec. 1-2
Print Resources
History Alive
Ch. 19-20
Adventure Tales of America
Secs. 19 and 21
Media Resources
PowerMedia Plus
Ignite! Learning
Unit: Sectionalism-Differences Between North and South 1832-1861-
Topic 3: Northern & Southern Economies, Topic 4: Land Division, Topic 5: Congressional Representation in Congress Topic 6: Separate Northern and Southern Cultures and Topic 11: States’ Rights.
Evidence of Learning
Extension Activity: / Interims/TAKS/Benchmark / College-Readiness
Anticipated Skills for SAT/ACT/College Board
Sequencing Activity:
Create a timeline of events, include a visual and summary, leading to the Civil War.
Reteaching Resources: Teachers may use Ignite! Learning for review or re-teaching content.
Ignite! Learning
Unit: Sectionalism-Differences Between North and South 1832-1861-
Topic 3: Northern & Southern Economies, Topic 4: Land Division, Topic 5: Congressional Representation in Congress Topic 6: Separate Northern and Southern Cultures and Topic 11: States’ Rights. / The President of the United States during the Civil War was-
A. George Washington
B. Abraham Lincoln*
C. Thomas Jefferson
D. Benjamin Franklin
TAKS 2004 Grade 8 / Document Based Question:
Was the Civil War inevitable?
Social Studies – United States History Until 1877
Unit 11: The Civil War and Reconstruction
Fourth Grading Period – CURRICULUM OVERVIEW
Big Idea / Unit RationaleEnduring Understandings
- Differences between people or groups may become so severe that they are very difficult to resolve.
- The failure of compromise may make conflict inevitable
- Individual people can have an impact on events
- The winner of conflicts do not always achieve all their goals
Overarching Question
- Did the actions of leaders have a significant impact on the outcome of the Civil War?
- Did the North achieve the goals it sought in the Civil War? / Leadership played a significant role in deciding the outcome of the Civil War on the battlefield and in the Presidency. While abolishing slavery, the Civil War and Reconstruction failed to achieve political rights and economic equality for African Americans
Lessons for this Unit
□ Lesson 1: The Civil War
□ Lesson 2: Reconstruction
TEKS / TEKS Specificity - Intended Outcome
Concepts / TEKS 8.1 History
C. Explain the significance of the following dates: 1861-1865.
TEKS 8.8 History
A. Explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln.
B. Explaining the issues surrounding significant events of the Civil War, including firing on Fort Sumter, battles of Gettysburg and Vicksburg, the announcement of the Emancipation Proclamation, the assassination of Lincoln, and Lee’s surrender at Appomattox Court House.
C. Analyze Abraham Lincoln’s ideas about liberty, equality, union, and government as contained in his
first and second inaugural addresses and the Gettysburg Address.
TEKS 8.18 Government
B. Describe historical conflicts arising over the issue of state rights’, including the Civil War.
TEKS 8.23 Citizenship TEKS 8.9 History
· A. Evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments.
· B. Describe the economic difficulties faced by the United States during Reconstruction.
· C. Explain the social problems that faced the South during Reconstruction and evaluate their impact on different groups.
TEKS 8.17 Government
ë B. Describe the impact of 19th-century amendments including the 13th, 14th, and 15th amendments on life in the United States.
A. Analyze the leadership qualities of elected and appointed leaders of the United States such as Abraham Lincoln. / I can
· why the years of the Civil War (1861-1865) were a turning point in American history. (8.1C)
· explain the roles of Abraham Lincoln, Jefferson Davis, Robert E. Lee, and Ulysses S. Grant. (8.8A,C, 8.23A)
· explain why Gettysburg and Vicksburg are considered turning points in the Civil War. (8.8B)
· tell why Lincoln issued the Emancipation Proclamation (8.8B)
· explain the issue of state rights’ and how it contributed to the Civil War (8.18B)
· explain the significance of Lee’s surrender at Appomattox Court House and why Lincoln was assassinated. (8.8B)
· describe how the 13th, 14th, and 15th amendments did not result in long term political rights for African Americans. (8.19B)
Skills / TEKS 8.30 Social studies skills
ëB. Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.
D. organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps
TEKS 8.31 Social studies skills
C.Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate
D. Create written, oral, and visual presentations of social studies information. / · use social studies skills and terminology to analyze information by various methods, and interpret/organize information gathered from different types of resources. (8.30 B/C, 8.31 A/B/C)
· communicate historical information and research to others in various forms. (8.30B/D)
Evidence of Learning
□ Given excerpts from Lincoln’s speeches, students will interpret in writing and orally the main idea of the excerpt with 80% accuracy.
□ Given a timeline, students will demonstrate their understanding by correctly sequencing events with 80% accuracy.
□ Given a document based question, students will analyze primary and secondary sources to determine the causes of the Civil War.
□ Given an era map graphic organizer, students will correctly identify and explain the characteristics and significance of the Civil War period with 80% accuracy.
(3-5 days) Lesson 1: The Civil War CURRICULUM GUIDE