A Divided Country: The Civil War-
A Unit for 8th Grade United States History & Geography
CALIFORNIA CONTENT STANDARDS-
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
1. Compare the conflicting interpretations of state & federal authority as emphasized in the speeches & writings of statesmen such as Daniel Webster & John C. Calhoun.
2. Trace the boundaries constituting the North & the South, the geographical differences between the two regions, & the differences between agrarians & industrialists.
3. Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine.
4. 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).
5. Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.
6. 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.
7. Explain how the war affected combatants, civilians, the physical environment, and future warfare.
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
1. Compare the conflicting interpretations of state & federal authority as emphasized in the speeches & writings of statesmen such as Daniel Webster & John C. Calhoun.
2. Trace the boundaries constituting the North & the South, the geographical differences between the two regions, & the differences between agrarians & industrialists.
3. Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine.
4. 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).
5. Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.
6. 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.
7. Explain how the war affected combatants, civilians, the physical environment, and future warfare.
COMMON CORE STANDARDS-
READING:
CCSS.ELA-Literacy.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2: Determine the central ideas of information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-Literacy.RH.6-8.6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
CCSS.ELA-Literacy.RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-Literacy.RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic.
WRITING:
CCSS.ELA-Literacy.WHST.6-8.2.b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
CCSS.ELA-Literacy.WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
CCSS.ELA-Literacy.WHST.6-8.8: Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.WHST.6-8.9: Draw evidence from information texts to support analysis reflection, and research.
READING:
CCSS.ELA-Literacy.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2: Determine the central ideas of information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-Literacy.RH.6-8.6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
CCSS.ELA-Literacy.RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-Literacy.RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic.
WRITING:
CCSS.ELA-Literacy.WHST.6-8.2.b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
CCSS.ELA-Literacy.WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
CCSS.ELA-Literacy.WHST.6-8.8: Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.WHST.6-8.9: Draw evidence from information texts to support analysis reflection, and research.
ESSENTIAL HISTORICAL QUESTIONS-
1. What factors caused the Civil War in the United States?
2. How was the North different from the South?
3. What views did the leaders of the North and South have towards federalism and nullification?
4. What were President Lincoln’s views on the issue of slavery?
5. In what ways did African Americans and women assist with the war?
1. What factors caused the Civil War in the United States?
2. How was the North different from the South?
3. What views did the leaders of the North and South have towards federalism and nullification?
4. What were President Lincoln’s views on the issue of slavery?
5. In what ways did African Americans and women assist with the war?
UNIT GOALS/BIG IDEAS-
1. Realize that President Lincoln’s primary goal was to keep the union intact, not necessarily abolish slavery.
2. Learn the social, political, geographic, and economic conditions of the North and South.
3. The victories and ultimate downfall of the Confederate army.
4. Comprehend the role nullification and secession had in the war.
5. Know key individuals or groups’ contribution to the war (i.e. African American, women, etc).
1. Realize that President Lincoln’s primary goal was to keep the union intact, not necessarily abolish slavery.
2. Learn the social, political, geographic, and economic conditions of the North and South.
3. The victories and ultimate downfall of the Confederate army.
4. Comprehend the role nullification and secession had in the war.
5. Know key individuals or groups’ contribution to the war (i.e. African American, women, etc).
UNIT ASSESSMENTS-
1. Graphic explanation comparing and contrasting the North and South (politically, economically, socially).
2. Analysis of Lincoln’s views on: federalism, state’s rights, or slavery.
3. Research and presentation on the views and lives of leaders and soldiers in the war.
4. Written analysis of political leaders’ views towards nullification and secession.
5. Culmination Project: Newsletter covering the North or South.
1. Graphic explanation comparing and contrasting the North and South (politically, economically, socially).
2. Analysis of Lincoln’s views on: federalism, state’s rights, or slavery.
3. Research and presentation on the views and lives of leaders and soldiers in the war.
4. Written analysis of political leaders’ views towards nullification and secession.
5. Culmination Project: Newsletter covering the North or South.