D11-DOI-Social Studies-8th Grade, 4th Quarter, Unit 1

District 11 Educational Support Services
Social Studies

Grade 8, Quarter 4: The Civil War

Overview
View the Video Introduction. The Civil War divided this nation as no other event ever has. What were the causes of the war? Every event throughout history has a cause/effect relationship. The Civil War is no different. What cause/effect relationships occurred in the actual battles? Why were certain battles fought in certain places? How did geography influence this? What new technologies came about during the Civil War? What were the major outcomes and the changes that followed the North's victory and the South's defeat? Also, how did we go about putting the nation back together after the War? In this unit you will conclude the year by analyzing these questions and others that will help you understand the growth of the United States.

Rigor and Relevance Rating: Quadrant D Adaptation - provides opportunities for higher order thinking and provides opportunities to apply in and across disciplines, and to apply in real-world unpredictable situations.
Curriculum Integration: This unit supports content in the Art as a Message to the Masses Unit which demonstrates how art was and is used to shape public opinion, and the Great American Novels Literacy Unit.

For Teachers

Quarter 1 2

Quarter 3 4

Prior Unit

Prior Grade

Next Grade

Daily Lessons

1-2

4-8

9-13

14-18

Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

People and events are organized chronologically to increase understanding of historical relationships.
Resources impact interactions between humans and their environment.
Technological developments have impacted individuals and societies throughout history.
Societies are diverse and change over time.

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

Why were major battles fought in certain places at certain times? What cause/effect relationships are apparent?
How did places and environments influence the battles of the war?
Which change in science, technology, or economic activity had the greatest impact on the war?
How did cultural elements in North, South and West change from pre-war to post Civil War?

District 11 curriculum is designed to prepare and equip students to be successful in the 21st Century. Curriculum resources and lessons included here have been aligned to the Colorado Standards for each content area. In addition, the entire program has been aligned with the knowledge, skills, and learner attributes the Partnership for 21st Century Skills promotes as necessary for success in the 21st Century. You will see the highlighted core values embedded in these lessons and activities.

A	Academic Preparedness: the foundation required for either higher education, or high-wage, high skills jobs
C	Cultural Competence: the ability to understand and interpret political and cultural events from multiple perspectives in a global society, a core competency in 21st Century Skills
H	High-Functioning Team Member Skills: collaboration is a core competency in 21st Century Skills
I	Innovative Thinking and Problem Solving Skills: a core competency for 21st Century Skills
E	Effective Use of Information Technology: a core competency for 21st Century Skills
V	Vital Participation in Civic Responsibility: "share knowledge and participate ethically and productively as members of our democratic society" Standards for the 21st-Century Learner from American Library Assoc.
E	Effective Communication Skills: a core competency for 21st Century Skills

Standards
History 1: Organize events and people in chronological order and use this data to determine cause/effect relationships.
Geography 5: Explain how humans modify the environment and how the environment influences human activity.
History 4: Identify and explain changes in technology and evaluate their impact on historical events.
History 3: Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time.

Lessons from Social Studies Help
Sectionalism
The Southern Defense of Slavery
Abolition
Why Abolition Was So Difficult to Achieve
The Beginning of the Civil War - Similar notes with more detail here
Why the North Won the Civil War
Effects of the Civil War

Grade 8 Conceptual Vocabulary

Visual Thesaurus - use the approved District 11 User Name and Password to the right.

User Name: ms68@d11.org
Password: middle2009

Confederacy
cede
Union
migration

immigration
neutral
political party
prejudice

primary sources
secondary sources
secede

Research confirms that students must have at least 6 opportunities through varied means to experience the same vocabulary before it can be applied. Here are 6 sample methods for teaching the vocabulary for this unit: These examples are endorsed by the Mid-Continental Research in Education Laboratory (MCREL) Six Step Strategy to Improving Vocabulary. Instead of looking at a dictionary first, follow the 6 steps to insure students have a full understanding. Read more about Research on Teaching Vocabulary.

Step 1: Teacher provides a description, explanation, or example of the term
Step 2: Student restates the description, explanation, or example in his/her own words Frayer Model for Vocabulary
Step 3: Student designs a visual representation - see samples in the Game Vocabulary Review

Use the suggested Vocabulary Activities for Steps 4-6.

Step 4: Student completes activities that provide practice for using terms in writing
Step 5: Students review and discuss word meanings
Step 6: Students practice words with games Game Vocabulary Review Civil War: Who Wants to be a Millionaire?

Lessons

Before beginning instruction, study the Assessment Blueprint for this unit.

Lessons 1-2: The Causes of War

Duration: 2 class periods
Standard: Standard H1 Students understand the chronological organization of history and know how to organize events and people into major ears to identify and explain historical relationships.
District Indicator: Organize events and people in chronological order and use this data to determine cause/effect relationships.
Enduring Understanding: People and events are organized chronologically to increase understanding of historical relationships.
Essential Questions: Why did Americans choose to go to war? What issues impacted the decision?
Assessment: Respond to questions based on the battle chart, e.g. which battles were fought in the North? Why? Which battles caused the most casualties and what difference did this make? What cause/effect relationships can you identify?

Activities

Determine how media of the time (printed publications) influenced the conflict.
Uncle Tom's Cabin: Politics and the Pen (3:02) Discuss the different forms of media today and how those media impact public opinion.
Compare and contrast the African American's involvement in the war, both Northern and Southern after watching the
Video: Life on Southern Plantations. (3:17)
Determine how people tried to resolve the conflict without going to war.
Video: Riding the Underground Railroad (3:46) Explore the Scholastic Interactive site on The Underground Railroad: Escape From Slavery. Review the Rand McNally Map of Underground Railroad.
Literacy Connection: Write a Realistic Fiction account of the experience of a typical slave escaping by way of the underground railroad. Respond to the writing prompts in Tell the Story and print your final copy.
How was the war impacted by the differing views of Americans on right and wrong impact the war? Listen to the Authentic History Center's Song: Battle Hymn of the Republic, published in 1863 by the Supervisory Committee for Recruiting Colored Regiments in Philadelphia. See how religion played a major part in defining the purpose of the war; to stamp out evil and liberate all men.
Analyze the different perspectives people brought to the issue of slavery by participating in the Understanding Slavery Simulation. Summarize what you learned about yourself after going through the simulation. How would you stand up against a modern day injustice?
Narratives of Ex-slaves - listen to the audio narratives of primary source documentation.
List events from the previous activities in chronological order and describe cause and effect relationships among them.
Explore the The Southern Defense of Slavery.
Explore the The Beginning of the Civil War.

Resources
History Alive! Chapter 21, Creating America Chapter 16 and 17; The American Republic Chapter 16

Differentiation
Support: Read and listen to the audio book, Harriet Tubman. Play Game Vocabulary Review or Civil War: Who Wants to be a Millionaire?
Provide a list of events for students to place in correct chronological order.
Extension: Compare and contrast the issues that led to Civil War with current differences of opinion in current times. Use resources from the Civil War Website Collection.
Literacy Extension: Want to read a classic novel? Watch the Video Introduction to the Red Badge of Courage, then download the text or audio files for your IPod or MP3 player of Stephen Cranes popular novel, The Red Badge of Courage. The novel follows a teenager’s enlistment into the Union Army during the Civil War. He enlists with dreams of glory, but soon those dreams are replaced with doubt, fear, and finally courage.

Lesson 3: The Battles

Duration: 3 class periods
Standard: Standard H1 Students understand the chronological organization of history and know how to organize events and people into major ears to identify and explain historical relationships.
District Indicator: Organize events and people in chronological order and use this data to determine cause/effect relationships.
Enduring Understanding: People and events are organized chronologically to increase understanding of historical relationships.
Essential Questions: Why were major battles fought in certain places at certain times? What cause/effect relationships are apparent?
Assessment: Respond to questions based on the battle chart, e.g. which battles were fought in the North? Why? Which battles caused the most casualties and what difference did this make? What cause/effect relationships can you identify?

Activities

View the Rand McNally Secession Map to become familiar with how the states divided.
View the Sherman's March Interactive Map and discover how the Union Army's Supreme Commander, Ulysses S. Grant, and General William T. Sherman marched across the South trying to end the rebellion and bring the South back into the Union. Have students identify 5 important events that occurred during the March and explain why they were important.
Develop a Battle Chart - battle, date fought, location, leaders, casualties, and outcome/results.
Construct a model of a battle site; Role play battle simulations.
Analyze events in journals and diaries that describe the major battles.
Explore Why the North Won the Civil War.

Resources
History Alive! Chapter 21,Creating America Chapter 16 and 17; The American Republic Chapter 16;
Video: Episode 5: Universe of Battle 1863 (1990) 95 minutes; item# 26063
Video: Glory (1989) 122 minutes, item# 26693
http://www.americancivilwar.com/ includes information on battles and leaders
USA in Civil War Website
Gettysburg: the Deadliest Battle of the Civil War Video (3:04) by Safari Montage

Differentiation
Support: provide students with a worksheet and word list and/or a partially completed chart. Play Game Vocabulary Review or Civil War: Who Wants to be a Millionaire?
Extension: research weapon and/or medical systems that supported the soldiers in these battles.
Literacy Extension: Want to read a classic novel? Watch the Video Introduction to the Red Badge of Courage, then download the text or audio files for your IPod or MP3 player of Stephen Cranes popular novel, The Red Badge of Courage. The novel follows a teenager’s enlistment into the Union Army during the Civil War. He enlists with dreams of glory, but soon those dreams are replaced with doubt, fear, and finally courage.

Lessons 4-8: The Influence of Geography on the Civil War

Duration: 5 class periods
Standard information 5: Students understand the effects of interactions between human and physical systems and changes in meaning, use, distribution, and importance of resources.
District Indicator: Explain how humans modify the environment and how the environment influences human activity.
Enduring Understanding: Resources impact interactions between humans and their environment.
Essential Questions: How did places and environments influence the battles of the war?
Assessment: Draw a Venn Diagram to show the effects of geography on two selected battles of the American Civil War.

Activities

Choose two or more battles and describe the effects of geography on the battles.
Use the Civil War Projects Website, click on a battle, then determine what questions a geographer would ask about each battle, then answer those questions.
Explore the Effects of the Civil War.

Resources
History Alive chapter 21; Creating America Chapter 16 and 17; The American Republic Chapter 16
Video: Episode 5: Universe of battle 1863 (1990) 95 minutes; item# 26063
Civil War Projects Website

Differentiation
Support: provide students with a worksheet and word list to complete questions on geography of areas in which battles were fought. Play Game Vocabulary Review or Civil War: Who Wants to be a Millionaire?
Extension: Make battlefield models that include geographic features.
Literacy Extension: Want to read a classic novel? Watch the Video Introduction to the Red Badge of Courage, then download the text or audio files for your IPod or MP3 player of Stephen Cranes popular novel, The Red Badge of Courage. The novel follows a teenager’s enlistment into the Union Army during the Civil War. He enlists with dreams of glory, but soon those dreams are replaced with doubt, fear, and finally courage.

Lessons 9-13: Technology and the Civil War

Duration: 5 class periods
Standard information #: Standard H4 Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.
District Indicator: Identify and explain changes in technology and evaluate their impact on historical events.
Enduring Understanding: Technological developments have impacted individuals and societies throughout history.
Essential Questions: Which change in science, technology, or economic activity had the greatest impact on the war?
Assessment: Respond to the essential question.

Activities

Use the following resources to investigate the impact technology had on the Civil War:
History Alive! chapter 21; Creating America Chapter 16 and 17; The American Republic Chapter 16
Civil War Weapons: Weapons and Artillery Navy, Ironclad Ships, and Blockade Runners Civil War Railroads War on Horseback
Other War Technology:
Engineering and the Civil War
The Civil War Military Telegraph Service
The Balloons With The Army Of The Potomac
Describe and evaluate the impact of the changes in technology that occurred during the Civil War era: muskets to rifles, introduction of ironclads, rifled cannon, trench warfare, medical advances, telegraph, railroads, and observation balloons.
Write a summary paragraph that answers the Essential Questions: Which change in science and technology had the greatest impact on the war? How did this technology impact the war?

Differentiation
Support: Provide a list of all advances and categorize as scientific, technological or economical. Play Game Vocabulary Review or Civil War: Who Wants to be a Millionaire?
Extension: Analyze the impact of technology on the Civil War. Determine which technology you believe had the greatest impact on the outcome of the war and the one that had the least impact. Write a summary paragraph explaining which technology had the greatest and least impacts and explain why.
Analyze the economic factors that influenced the outcome of the war. Identify the factors with the greatest impact. Write a summary paragraph explaining why these factors influenced the outcome of the war.
Literacy Extension: Want to read a classic novel? Watch the Video Introduction to the Red Badge of Courage, then download the text or audio files for your IPod or MP3 player of Stephen Cranes popular novel, The Red Badge of Courage. The novel follows a teenager’s enlistment into the Union Army during the Civil War. He enlists with dreams of glory, but soon those dreams are replaced with doubt, fear, and finally courage.

Lessons 14-18: Reconstruction

Duration: 5 class periods
Standard information H3: Students understand how that societies are diverse and change over time.
District Indicator: Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time.
Enduring Understanding: Societies are diverse and change over time.
Essential Questions: How did cultural elements in North, South and West change from pre-war to post Civil War?
Assessment: Develop a "T" chart of Northern and Southern changes in society. Decide which were the most important changes in the North? The South? Provide reasons for the responses.

Activities

Explain changes in Northern/Southern traditions and customs including the end of slave economy, religion (role of the church in Reconstruction), language (new terminology, carpetbagger, scalawag), role of government in Reconstruction, and the KKK.
Literacy Connection: Choose a person involved in Reconstruction and write a persuasive letter from that person's point of view to a member of the KKK to persuade that person to change his or her view. Choices include an educated freedman, carpetbagger, former Confederate soldier, former Union soldier, Northern factory worker, Southern sharecropper, member of Congress. Use the Grade 8 Writing Rubric as a guide when composing your letter.
Listen to an audio file of the Gettysburg Address.
Research Abolition and Why Abolition Was So Difficult to Achieve.
Continuous Improvement Process - Your teacher wants feedback on this unit so it can constantly be improved. Print the Continuous Quality Improvement Survey and answer each question, or answer online.

Resources
History Alive! chapter 21; Creating America Chapter 18; The American Republic Chapter 17; Video: A Nation In Conflict (1998) 18 minutes, item# 91035;Video: Reconstruction and Segregation (1996) 35 minutes, item# 93040; Video: Found Voices: The Slave Narratives (1999) 22 minutes, item# 92338
Letters, Telegrams, and Photographs Illustrating Factors that Affected the Civil War
Civil War Primary Source Documents, Artifacts and Photographs
1930 Recording of the Written Copy of Abraham Lincoln's Gettysburg Address

Differentiation
Support: Provide a partially completed T chart along with word list for students to use. Play Game Vocabulary Review or Civil War: Who Wants to be a Millionaire?
Extension: Research and prepare a PowerPoint presentation for the class describing the changes that occurred during the Reconstruction Era.
Literacy Extension: Want to read a classic novel? Watch the Video Introduction to the Red Badge of Courage, then download the text or audio files for your IPod or MP3 player of Stephen Cranes popular novel, The Red Badge of Courage. The novel follows a teenager’s enlistment into the Union Army during the Civil War. He enlists with dreams of glory, but soon those dreams are replaced with doubt, fear, and finally courage.