S1+Pelletier+Jennifer

=Stage 1 Identify Desired Results= Maine Learning Results: Social Studies - E. History E1. Historical Knowledge, Concepts, Themes, and Patterns Grade 10 - **Diploma** Civil War and Reconstruction, 1850 - 1877 Students 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. ||
 * **Establish Goals:** **(G)**
 * b. 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. ||

//What understandings are desired?//
• 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. ||
 * //Students will understand that:// **(U)** ||
 * • the controversy of slavery played a major role in the Civil War.

//What essential questions will be considered?//
• How did outside parties impact the outcome of the Civil War? • How were the North and the South different? Similar? ||
 * **Essential Questions:** **(Q)** ||
 * • Why did slavery play such a major role in the Civil War?

//What key knowledge and skills will students acquire as a result of this unit?//

 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * • Key Factual Information: Dred - Scott decision, Panic of 1857, Kansas - Nebraska Act, Election of 1856, Agriculture vs. Manufacturing, Yeoman farmers, class structure of the South, slave culture, Confederates vs. the Union, women in the workforce, the 14th Amendment, outside help on both sides

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

• Important Events and People: 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, Thomas Jefferson, other important generals, leaders, and people || • 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. ||

2004 ASCD and Grant Wiggins and Jay McTighe