Concepts Students will understand that: The American Civil War was not the result of any one

reason but instead the result of multiple forces coming together at once.

Standards

Assessment 1. Accessing prior knowledge . Think!"air! #hare $. Constructed responses %. &raphic 'rgani(ers ). *+it #lips ,. -uestions and comments made during discussions. .. /igsaw "resentations 0. *nd of 1nit "ortfolio 2. 3ell 4inger

Facts

Skills

Problems to Pose

Activities 9ote!taking /igsaw ?Collaborative @earningA Writing 3locks 'n!going e+it slips on the same sheet of paper as a cool!down for the dayBs learning. Cilling out graphic organi(ers Constructed 4esponses 3ell4ingers

NCSS Theme II Time, Continuity and Change Theme 2; Time, Continuity, and Change 2.4 guide learners as they systematically employ processes of critical historical inquiry to reconstruct and reinterpret the past, such as using a variety of sources and checking their credibility, That the American Civil validating and weighing evidence for claims, and War differed from other wars searching for causality. 2. provide learners with fought on opportunities to American soil investigate, interpret, and because of the analy!e multiple two opposing sides involved. historical and contemporary viewpoints within and across cultures That racism persisted despite related to important the fact that this events, recurring dilemmas, and persistent war is often issues, while employing represented as empathy, skepticism, and the one that ended slavery critical "udgment and all that was PA Standards: evil.

What caused the 89ote!taking Civil war to 8Annotating begin5happen6 Te+t The outcomes of the Civil War What advantages did each side have6 The hardships the soldiers faced 7ow propaganda was used to rally citi(ens to support the war effort on both sides of the conflict. 7ow was the other represented6 4ole of /ohn 3rown in the Civil War

;o you believe it is every right to break the law6 <f so= when6 <f not= why !:aking not6 What specific inferences on circumstances do the conte+t of you consider primary sources worthy of insurgency6 !*mulate the style and language of the Why might someone devote his time period. or her life to a cause6 What !Analy(e and causes= if any= do interpret you believe is different worth devoting political cartoons5primar one>s life to6 What y sources from causes= if any are worth risking one>s the war. life or the lives of others for. !*valuate the effectiveness of propaganda. ;o you believe that lives lost in conflict !#peak and and war is worth write knowledgeably the freedoms gained6 on any of the topics covered.

CC## *@A @iteracy What the CC4A.41 D4ead closely Confederates to determine what the te+t believed in. says e+plicitly and to make logical inferences The from itE cite specific *mancipation of te+tual evdence when the #laves was a writing or speaking to military policy. support conclusions drawn from the te+t. *mancipation "roclamation did CC##. *@A!@iteracy. not free all CC4A.4. .! ;etermine slaves. central ideas or themes of a te+t and analy(e their This war was not developmentE summari(e about state the key supporting details rights. and ideas. The constant role women played in the abolitionist movement= the war= and the nation>s economy. CC## *@A!@iteracy. CC4A. 4. $! Analy(e how and why individuals= events or ideas develop and interact over the course of the te+t

!#ynthesi(e <nformation in their own writing and speech.