S+Pelletier+Jennifer

Office: Room 205 Office Phone: 207- 469 - 2836 Office Hours:** **2:00 - 3:00** ** E-mail: ** **jennifer.m.pelletier@maine.edu**
 * Teacher: Ms. Pelletier

=Summary of Unit= By the end of this unit, you will understand the role of slavery in the Civil War and Reconstruction Era. You will examine the issues of slavery, states’ rights, and other major factors of the war through the eyes of both the North and the South. You will explore what it might be like to be a person living in the Civil War Era, including differing opinions about the North, the South, and slavery. You will investigate how soldiers from both sides, slaves, president(s), women and citizens lived their lives from 1850 through 1877. You will gain an understanding of how any outside parties contributed to the war and why, as well as how the war and battles within the war progressed. We will work through this unit together and learn much from one another. Good luck!

=Establish Goals= Students will understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. Students will analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future, according to the Maine Learning Results Standards. = = =Students will understand that= • the controversy of slavery played a major role in the Civil War. • outside parties contributed to the outcome of the war between the North and the South. • the North and the South had differing opinions about themselves and each other. = = =Essential Questions= • Why did slavery play such a major role in the Civil War? • How did outside parties impact the outcome of the Civil War? • How were the North and the South different? Similar? = = =Students will know= • Key Factual Information about the railroad, the Dred - Scott decision, the Panic of 1857, the Kansas - Nebraska Act, the Election of 1856, Agriculture vs. Manufacturing, Yeoman farmers, the class structure of the South, slave culture, Manifest Destiny, Confederates vs. the Union, women in the workforce, the 14th Amendment, and outside help on both sides.

• Sequence and Timelines, including what led up to the war, the beginning of the war, important events/battles, the end of the war, and Reconstruction.

• Important Events and People such as Abolitionists, Kansas - Nebraska Act, Panic of 1857, Dred - Scott decision, Election of 1856, the Mexican War, the Compromise of 1850, the Know-Nothings, the Emancipation Proclamation, Robert E. Lee, Abraham Lincoln, Andrew Jackson, Andrew Johnson, Carpet Baggers, Daniel Webster, Ulysses S. Grant, and other important generals, leaders, and people.

= = =Students will be able to= • describe the geographical locations of the North and South throughout the war, including any important events.

• evaluate the Reconstruction.

• create a project about slavery, from the perspective of someone involved in slavery (ex. a slave, a slave owner, a plantation owner, a plantation mistress).

• b. analyze major enduring themes, turning points, events, consequences, and people in the United States and world during the Civil War and the implications for the present and future.

• assume the role of someone from the Civil War Era (ex. soldier, president, citizen, specific person, woman).

• recognize the outside parties involved in the Civil War and how they impacted the outcome of the war.

**Performance Task Overview** 

The Mencoe Publishing Company just fired their top writing team. They are looking for the best of the best to put together the Civil War section of their next history texbook. Guess what? You just happened to live through the Civil War Era and you've got a brand new idea! Who wants to read a boring old textbook? Your task as an eyewitness is to give your account of what happened during the Civil War. In groups of three or four, choose three events or ideas about the Civil War from the given list to recreate in a documentary. A group of historians will analyze your version of what occurred and possibly add it as a special feature in their Mencoe Publishing Company U.S. History textbook to be released in [2011]. The product you present will be an accurate, detailed video presentation. Make sure to include the who, what, when, why, where, and how everything happened. This will be published, so be accurate, fun, engaging, detailed, and creative. You need to develop your argument and series of events. Your work will be judged by a group of historians played by the class and myself. We have to get a move on so that the book can go to printing!

=Expectations= If a student is absent, I expect that student to check the class wiki to see what homework is due and to do his/her best to complete it. If this is not possible, there will be a tray for the class with extra copies of the assignments. See me before class to work out a plan for assignment completion.

Plagerizing will not be tolerated and will result in a zero. All resources will be sited according to MLA or Turabian format.

All homework and group assignments, unless otherwise specified, will be typed in 12 font, Times New Roman, double spaced, with one inch margins. Make sure to read over assignments before turning them in. Spell checker may be able to help students with this.

=Benchmarks= Total: 1000 points

Explain your opinion about the Reconstruction and why you feel that way. Make sure to back up your ideas with factual information. Also, respond to at least three other entries. Use evidence to back up all of your opinions. Also, journal at least four other blog entries for reflective purposes on how you feel you are doing with the unit so far and what you are still confused about. We will go over the topics of these other rubrics when they are assigned. Students will create a map that shows how the war evolved from beginning to end. Include an explanation for what occurred at each location. They will use Google Earth, which can show students actual pictures of the locations, as well as three dimensional images of buildings. The tour they create will move in order from the beginning throughout the war in chronological order, describing what events occurred at each location. Assume the role of someone from the Civil War Era (ex. a woman, soldier, president, citizen, specific person) and explain the role your character would have during the Civil War Era and how they might feel about the war and any other important issues of the time. Pretend that you are being interviewed on a radio talk show. Include dress (ex. if you are a soldier, what color uniform you are wearing), who is in your familly, where you are from, and any outstanding opinions about the war, states' rights, slavery, voting, etc.). Be creative and have fun! You are a soldier in the Civil War. You will complete this webquest: []. You will assume the role of a soldier from either the Union or the Confederates. You will write two letters to your best friend. We will modify this WebQuest according to the specific class, for example, we may or may not use Inspiration. Create a project about slavery, from the perspective of someone involved in slavery (ex. a slave, a plantation owner, a plantation mistress, a slave owner). Students will fully describe what point of view that person might have had about slavery. Students will use the first person point of view. Quizzes may be announced or unannounced. They are for the teacher's use as a tool to gauge how students are progressing, including what needs to be clarified. This is a tool used for reflection and clarification and therefore will not be graded. Full participation is expected. Pre-Assessments will be used to uncover what students already know and any misconceptions that might be present. These will not be graded. Pre-Assessments will be used as a tool to guide the teacher's instruction to avoid reteaching information that students already know and to help fill in any gaps of information. There will be a questionnaire to reflect on the final product and the end of this unit. It is purely to help the students and myself determine what needs to be worked. Some examples of questions might include, "How do you feel you did?" and "How could you improve?" This assignment will be discussed in full detail later in the year. It will be the final project of the unit and is worth the most points. This is because this assignment will pull together everything students have learned about the Civil War and apply it to a real world situation. Students should not worry about this assignment now. Attendence and participation is expected for every class. Students should come to class prepared to learn. Students should bring a pencil or pen and notebook to every class. A binder would be a useful organizational tool for this class, but is not required.
 * Blog - 250 points**
 * Google Earth assignment: 120 points**
 * Garage Band assingment: 100 points**
 * WebQuest: 100 points**
 * ComicLife assignment: 100 points**
 * Quick Quizes: 0 points**
 * Pre-Assessment: 0 points**
 * Questionnaire: 0 points**
 * Video Presentation final project: 300 points**
 * Attendence and Participation: 30 points**

=Grading Scale=

A (93 -100), A- (90 - 92), B+ (87 - 89), B (83 - 86), B- (80 - 82), C+(77 - 79), C (73-76), C- (70 - 72), D+(67 - 69), D (63 - 66), D- (60 - 62), F (0 - 59)