Unit 4: the Road to the Civil War

11th Grade Semester One

Unit 4: The Road to the Civil War

Stage 1: Desired Outcomes
Topic / Unit Title:The Road to the Civil War
* Was the American Civil War inevitable?
NYS Content Standards
Key Idea 2: Important ideas, social and cultural values, beliefs, and traditions; the connections and interactions of people and events across time and from a variety of perspectives.
Key Idea 3: major social, political, economic, cultural, and religious developments; important roles and contributions of individuals and groups.
Key Idea 4: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments. / Common Core Skills
Reading-Social Studies (RH)
1. Use relevant information and ideas from documents to support analysis
3. Use information/ideas to determine cause and effect
6. Compare and contrast various points of view
7. Create and analyze visuals (graphs/charts)
8. Identify and analyze evidence
Writing (W)
3. Produce writing appropriate to task, purpose and audience.
4. Strengthen writing by planning, revising, editing and rewriting
5. Draw evidence from informational text
Speaking and Listening (SL)
1. Participate in collaborative discussion
4. Clearly present appropriate information and evidence
6. Demonstrate command of formal English
Language (L)
1. Demonstrate appropriate grammar usage in writing and speaking
4. Build vocabulary and expand word choice
Understandings:
Why slavery was important to American economy
The causes and effects of Manifest Destiny
Reasons we settled the West
The controversy/conflict over the spread of slavery to the Western territories/states
The abolitionist movement and its strategies
What is sectionalism, states’ rights
How sectionalism and states’ rights led to conflict
Causes, effects and controversies of the Compromises of 1820, 1850 and Kansas-Nebraska Act and popular sovereignty
The significance of Dred Scott Case, Uncle Tom’s Cabin, Lincoln-Douglas Debates, John Brown’s Raid to increasing tensions
The formation of the Republican Party and its role
How did the election of 1860 lead to the Civil War / Essential Questions:
Why was slavery important to the South?
What was the Northern view of slavery? Why?
Did the institution of slaver hinder democracy?
Was Manifest Destiny justified?
Did America have a destiny or did we shape it?
Does the United States have a Manifest Destiny today?
Does the United States have a duty to spread/defend liberty?
Did Manifest Destiny hurt America?
Was the abolitionist movement necessary?
Can the abolitionist movement be successful?
What were the causes of sectionalism? How did sectionalism divide the country?
Do you agree or disagree with the principle of states’ rights?
Do you agree or disagree with the principle of popular sovereignty?
Did the compromises help or hurt America?
How did Dred Scott Case, Uncle Tom’s Cabin, Lincoln-Douglas Debates, John Brown’s Raid to increasing tensions?
Could secession and Civil War have been avoided?
Do you agree or disagree with the South’s choice to secede.
Stage 2: Assessments and Tasks
Common Core Literacy Task
Create a graphic organizer of the economic, social, political justifications of slavery. Each column has evidence of at least 4 facts
Written Responses: Analyze and answer questions about the main ideas of primary and secondary source documents.
2 paragraphs: Did the U.S. have a destiny or did we shape our destiny to spread freedom and democracy? Support with at least 3 examples from the documents.
Write an editorial for the Liberator to gain support for the abolitionist cause. Your article should be two paragraphs and contain at least 4-5 examples from the documents/knowledge of social studies.
One paragraph: Explain a solution for slavery expanding into the West and defend why it would be better than the 3 compromises. Support claim with at least 3 examples.
Two paragraphs: Evaluate whether the Civil War was inevitable. Support claim with at least 5 examples from the documents and knowledge of social studies.
One paragraph: Explain whether or not secession was justified? Support claim with at least two examples from the documents/knowledge of social studies.
Essay planning process and thematic essay assessing and evaluating the causes of the Civil War
Thematic Essay on the Civil War – five paragraphs
Topic: What were the causes of the Civil War?
Task:Identify slavery, sectionalism and states’ rights

For each: Define what each is
For each: explain how they contributed to dividing the nation
For each: provide one specific example of how this divided the nation

/ Performance Task(s) – Other Evidence
Scaffolding Questions
Graphic Organizers
Document Analysis
Scenario analysis
Writing Assignments
Graphic Organizers
Exit ticket summary activities
Creative writing – editorial on abolition
Thematic Essay
How will students reflect upon and self-assess their learning?
Scaffolding Questions
Graphic Organizers
Document Analysis
Scenario analysis
Writing Assignments
Graphic Organizers
Exit ticket summary activities
Creative writing – editorial on abolition
Thematic Essay
Accommodations: Scaffolds and Differentiation
Content /

Modify primary source texts (variety, complexity, length)
Incorporate alternative materials (visual, video, audio, internet)
Provide supplementary resources for supports
Group with a purpose

Process /

Model skills, task and/or product
Utilize graphic organizers / note taking template
Provide individual or group intervention and support
Re-enforce vocabulary / concept development
Provide choice / variety of activities or tasks
Group with a purpose

Product /

Assign specific, purposeful assessments to individuals or groups
Allow students to choose from a variety of assessments
Provide scaffolds / supports (outlines, templates, models)
Provide extension activities to expand thinking or understanding
Group with a purpose

Stage 3: Learning Plan
Instructional Activities and Materials (W.H.E.R.E.T.O.)
Aim: Did the institution of slavery hinder democracy in the United States?
Slavery was central to the political, economic, and social life of the South. Southerners supported slavery because of the economic necessity and racism.
Slavery created economic and cultural hardships for African Americans and their families.
Slavery had a corrosive effect on the personality of Southerners both slave and free alike.
Performance Objectives: SWBAT
Explain the economic, cultural, and moral arguments used to defend or perpetuate slavery before the Civil War.
Describe the ways slavery affected African Americans, and their social, economic, and cultural development.
Assess whether the institution of slavery hindered democracy in the United States
ACTIVTY: Create a graphic organizer of the economic, social, political justifications of slavery. Make sure each column has at least 4 facts
Aim: Does the United States have a mission to spread freedom and democracy?
The American people from the 1830s to the 1850s believed that their country was chosen for greatness and had a “mission” to spread democracy throughout the continent.
Americans had many different reasons for desiring westward expansion: religious, ideological, economic, and political.
President Polk’s goals of obtaining California, New Mexico, and the recognition of the Rio Grande as the boundary between the United States and Mexico were probably impossible to obtain peacefully.
Performance Objectives: SWBAT
Critically evaluate arguments for and against continental expansion and the idea of Manifest Destiny.
Causes and effects of Manifest Destiny
Reasons we settled the West
ACTIVITY: Did the U.S. have a destiny or did we shape our destiny to spread freedom and democracy? Answer in 1-2 paragraphs, using at least 3 examples from the documents/knowledge of social studies.
Aim: Was the abolitionist movement necessary?
Who were the main players in the abolitionist movement
How was the abolitionist movement organized
How did the abolitionist movement try to end
Performance Objectives: SWBAT
List and describe the different leaders and methods of the abolitionist movement
Compare and contrast the reasons for the success or failure of abolitionist movement
Assess whether or not the movement was successful
ACTIVITY: Write an article for the Liberator to gain support for the abolitionist cause. Your article should be two paragraphs and contain at least 4-5 examples from the documents/knowledge of social studies.
Aim: Can legislative compromises solve moral issues?
Compromise postponed a clash between different sectional economic and social systems.
The risk of armed conflict was so great that compromises were sought to delay any final confrontation on the abolition of slavery.
Did the compromises help or hurt the nation?
Performance Objectives: SWBAT
Explain the conflicts over the expansion of slavery into the territories.
The causes and effects of sectionalism and states’ rights
The causes and effects of the Compromise of 1820, 1850 and the Kansas-Nebraska, and popular sovereignty
Explain the compromises that were enacted to solve the problem of the expansion of slavery into the territories.
Evaluate whether the legislative compromises could effectively solve the problem of slavery and its expansion into the territories.
ACTIVITY: In one paragraph, come up with your own solution for slavery expanding into the West and defend why it would be better than the 3 compromises. Give at least 3 examples.
Aim: Was the Civil War Inevitable?
Each time the nation expanded, the issue of slavery would be rekindled
With the Dred Scott decision, if enforced, slavery could extend throughout the nation, since Americans have the freedom to move anywhere with their property.
There is conflict among historians about whether slavery had reached its natural limits by 1860, and was therefore and “irrepressible conflict.” The view that one takes about whether the Civil War was an “irrepressible conflict” or a “needless conflict” depends on one’s moral judgment about slavery.
Performance Objectives: Students will be able to:
Explain how each of the following enhanced the conflict over slavery: Lincoln-Douglas Debates, Harriet Beecher Stowe’s Uncle Tom’s Cabin, Kansas-Nebraska Act and “Bleeding Kansas”, Dred Scott Court Case, John Brown’s Raid, Formation of the Republican Party and the Election of Abraham Lincoln in 1860.
Explain and analyze the views of historians about the inevitability of the Civil War.
ACTIVITY: Write two paragraphs evaluating whether the Civil War was at this point inevitable. Give at least 5 examples from the documents and knowledge of social studies.
Aim: Was secession justified?
Why was Lincoln’s election a game-changer for the South?
What were Lincoln’s options in avoiding Civil War?
Performance Objectives: SWBAT
List and describe the reasons for Southern secession
Explain Lincoln’s view on slavery and secession
Explain Jefferson Davis’s defense of secession
ACTIVITY: Write a paragraph explaining whether or not secession was justified? Use at least two examples from the documents/knowledge of social studies.
Culminating Activity: Thematic Essay on the Civil War
Topic: What were the causes of the Civil War?
Task: Identify the main causes that led to the Civil War: slavery, sectionalism and states’ rights
For each cause: Define what each is
For each cause: explain how they contributed to dividing the nation
For each cause: provide one specific example of how this divided the nation
Analyze which of the three was the main cause of the Civil war
Suggestions: You might consider using for your specific examples, but are not limited to: Missouri Compromise, Compromise of 1850, Kansas-Nebraska Act and Popular Sovereignty, Dred Scott, Lincoln-Douglas Debates, John Brown’s Raid, Uncle Tom’s Cabin, Election of 1860
Teacher Reflection for Future Planning
Evaluate exit tickets, graphic organizers, writing assignments, scaffolding questions, and thematic essay. Will use these to review content and vocabulary building
Will explore essay results to look for essay writing issues as well as well as content and use them to shape future content and essay writing lessons
Will explore helpfulness of graphic organizers

June 2004

Theme: Conflict
Historical Context: The Civil War (1861-1865) was the most divisive war in American history. In the early 1800’s, the United States experienced a growth if nationalism and unity. However, by the mid-1800s, the unity was replaced by sectionalism, causing increasing tension between the North and the South.
Task:

Discuss TWO causes of the Civil War (Economic, Political, Social)
Discuss ONE difference between the North and the South (political, social or economic)
Evaluate whether the South’s decision to secede (break away from the Union) was justified.

January 2006

Theme: Individuals, Groups, and Institutions — Controversial Issues
Historical Context Many controversial domestic issues have divided the American people. The United States government has taken actions to address these issues.
Task: Identify one controversial domestic issue that has divided the American people and

Discuss the historical background of the controversy
Explain the point of view of those who supported this issue
Explain the point of view of those who opposed this issue
Discuss one United States government action that was taken to address this issue

Multiple Choice

1 Which event led directly to the secession of several Southern states from the Union?

(1) violence in Kansas over the spread of slavery

(2) election of Abraham Lincoln as president

(3) publication of Uncle Tom’s Cabin

(4) raid by John Brown at Harpers Ferry

Base your answers to questions 2 and 3 on the speakers’ statements below and on your knowledge of social studies.

Speaker A: The right way to settle the question of slavery in the territories is to let the people who live there determine if their state is to be slave or free.

Speaker B: The Supreme Court’s decision in Dred Scott v. Sanford is exactly what this country needs. Perhaps now the abolitionists will stop their meddling.

Speaker C: Secession is unlawful and treasonous. Everything possible must be done to preserve the Union.

Speaker D: The rights of the states must be protected. The federal government is exceeding its authority.

2 The solution proposed by Speaker A is known as

(1) nullification

(2) popular sovereignty

(3) the spoils system

(4) federal supremacy

3 Which speaker most accurately represents the opinions of President Abraham Lincoln?

(1) A

(2) B

(3) C

(4) D

4 During the 1840s, supporters of Manifest Destiny favored

(1) closing the frontier to settlement

(2) ending the American System

(3) acquiring Texas and California

(4) ceding the Oregon territory to Russia

5 Which constitutional principle was the main focus of the North–South conflicts that led to the Civil War?

(1) States rights

(2) due process of law

(3) separation of powers

(4) presidential veto power

Base your answers to questions 6 and 7 on the quotation below and on your knowledge of social studies.

... In your hands, my dissatisfied fellow countrymen, and not in mine , is the momentous issue of civil war. The government will not assail you. You can have no conflict without being yourselves the aggressors. You have no oath registered in Heaven to destroy the government, while I shall have the most solemn one to “preserve, protect, and defend it.” ... -President Abraham Lincoln, First Inaugural Address, March 4, 1861

6 President Lincoln made this statement in an effort to

(1) urge Congress to spend money to buy the freedom of slaves

(2) convince Southerners that he posed no threat to their way of life

(3) offer to compromise his position regarding territorial expansion of slavery

(4) persuade Americans that war between the North and South was unavoidable

7 When President Lincoln made this speech, which step toward civil war had already taken place?

(1) The Emancipation Proclamation had been issued.

(2) Union troops had invaded several Southern states.

(3) General Robert E. Lee had led an attack on Gettysburg, Pennsylvania.

(4) Several Southern states had seceded from the Union.

8 Which event led directly to the secession of several Southern states from the Union?

(1) violence in Kansas over the spread of slavery

(2) election of Abraham Lincoln as president

(3) publication of Uncle Tom’s Cabin

(4) raid by John Brown at Harpers Ferry

9 Which heading best completes the partial outline below?

I. ______

A. Missouri Compromise

B. Compromise of 1850

C. Kansas-Nebraska Act

(1) Rise of Sectionalism

(2) Impact of Industrialization

(3) Examples of Religious Revivalism

(4) Events Leading to the Mexican War

• Publication of The Liberator

• Kansas-Nebraska Act

• Dred Scott decision

The events listed above all contributed to the

(1) outbreak of the Civil War

(2) formation of the policy of Manifest Destiny

(3) passage of the Missouri Compromise

(4) annexation of Texas

Base your answer to question 11 on the statement below and on your knowledge of social studies.

... The whole military force of the State is at the service of a Mr. Suttle, a slaveholder from Virginia,

to enable him to catch a man whom he calls his property; but not a soldier is offered to save a citizen of Massachusetts from being kidnapped! Is this what all these soldiers, all this training, have been for these seventy-nine years past [since the beginning of the American Revolution]? Have they been trained merely to rob Mexico and carryback fugitive slaves to their masters?... —Henry David Thoreau, Independence Day speech

11 The author of this statement is expressing dissatisfaction with a provision included in the

(1) Treaty of Ghent (1815)