Grade 8 Unit 10 Standards-Based Worksheet organizer classifying the people they chose, where they were located, when they were active, and what they accomplished. identify (knowledge)

Grade 8 Unit 10 Standards-Based Worksheet

Di s t r i c t o f Co lumb ia Pub l i c S choo l s — Soc i a l S t ud i e s

STANDARD

8.10.3. Identify the various leaders of the abolitionist movement (e.g., John Quincy Adams, his proposed constitutional amendment and the Amistad case; John Brown and the armed resistance; Harriet Tubman and the

Underground Railroad; Theodore Weld, crusader for freedom; William Lloyd Garrison and The Liberator; Frederick Douglass and the Slave Narratives; Martin Delany and The Emigration Cause; and Sojourner Truth and “Ain’t I A

Woman”). (P)

Concepts: • leaders of the abolitionist movement

• John Quincy Adams and his proposed constitutional amendment and the Amistad case • John Brown and the armed resistance

• Harriet Tubman and the Underground Railroad • Theodore Weld • William Lloyd Garrison and The Liberator

• Frederick Douglass and the Slave Narratives • Martin Delany and The Emigration Cause

• Sojourner Truth and “Ain’t I a Woman”

Skills: • identify

Big Ideas: • There were many leaders of the abolitionist movement—Northerners, Southerners; men and women; free and

enslaved. • Abolitionists had different approaches in their work, despite working toward the same goal to eradicate slavery.

• The fight for abolition took time and was not an achievement that occurred overnight.

Essential Questions: • Who were the key leaders in the abolitionist movement and how did they become leaders? • What were some of the approaches used by abolitionists to aid their cause and how did they work (or not)?

• What were the outcomes of the efforts of abolitionists? • How were the lives of these key leaders’ adversely effected through their dedication to eradicate slavery?

• What were some common elements between and among the various abolitionist leaders? Differences?

Engaging Scenario: You are an artist and have been asked to design a mural of the abolitionist movement. Include three of the

following people in your mural: John Quincy Adams, John Brown, Harriet Tubman, Theodore Weld, William Lloyd Garrison, Frederick Douglass, Martin Delany and/or Sojourner Truth. You must include a symbol for each person

and a different, but meaningful, word for each person. Your mural must also have a reference key on it that describes who you depicted, the word and symbol you chose, and how they contributed to the abolitionist movement.

PERFORMANCE TASKS THINKING

SKILLS (LOT � HOT)*

PERFORMANCE TASK ASSESSMENT

(PROFICIENT CRITERIA)

Students read about the abolitionist movement, and summarize what motivated abolitionists and what opposition they faced.

read (knowledge)

LOT

summarize

(knowledge) LOT

Students summarize at least three key points of information either verbally or in writing.

Students identify the key figures of the abolitionist movement by looking at primary

sources related to each abolitionist. After making three selections, students complete a

graphic organizer classifying the people they chose, where they were located, when they were active, and what they accomplished.

identify (knowledge)

LOT

classify (analysis)

HOT

Graphic organizers contain three selections of key figures and mostly places said individuals

properly including at least two accomplishments for each.

Students then research and summarize the

contributions of their selected individuals. Students draw a symbol they believe

represents each of their selected abolitionists and what he/she did specifically. Students present their symbols and explanations of

those symbols to the class.

research

(comprehension) LOT

summarize (knowledge)

LOT

draw/sketch (application)

LOT

Students present three symbols (one for each

abolitionist selected) and orally share in class why each symbol was chosen. The drawings

show that time and thought was taken in choosing the symbols and in drawing them.

Students create a mural of the abolitionist movement using the three symbols they

designed that represent each of the individuals chosen in Task #2. Students must include a

reference key which summarizes the mural and its contents.

create (synthesis)

HOT

summarize (evaluation)

HOT

Murals are attractive and words and symbols plausibly summarize the main

ideas/contributions of selected abolitionists. Reference keys are well written, free of

grammatical errors, accurate, and adequately explain the significance of words and symbols.

*See Bloom’s Taxonomy of Thinking Skills to determine higher order thinking skills (HOT) or lower order thinking skills (LOT). The goal is to

create tasks that employ higher order thinking skills.

Standard Assessment: 1) The purpose of the Underground Railroad was to:

a. make transportation to the western frontier easier. b. take Native Americans to reservations in the West.

c. provide an escape route for slaves fleeing their masters. d. provide a way for European immigrants to move to the Midwest.

(NAEP Social Studies: http://nces.ed.gov/nationsreportcard/ushistory/; 8th Grade, US History Exam (8H7) 2006:

Question 8)

2) Sojourner Truth said these words in 1852; “I hears talk about the constitution and rights of man. I come up and I takes hold of this constitution. It looks mighty big. And I feels for my rights, but they not there.” What did Sojourner Truth want to communicate with her words?

a. Poor people did not know what was written in the Constitution. b. African Americans were not allowed to read the Constitution.

c. The Constitution did not talk about the rights of African Americans. d. The Constitution needed to talk about the rights of Native Americans.

(NAEP Social Studies: http://nces.ed.gov/nationsreportcard/ushistory/; 8th Grade, US History Exam (8H7) 2006:

Question 5)

3) Gabriel Prosser, Denmark Vesey, Nat Turner, and Joseph Cinque were all: a. soldiers in the American Revolution. b. merchants who were involved in the triangular trade.

c. authors who described slave conditions. d. leaders of slave rebellions.

(NAEP Social Studies: http://nces.ed.gov/nationsreportcard/ushistory/; 8th Grade, US History Exam (8H9) 2006: Question 8)

4) Essay: In a well written five paragraph essay, compare and contrast the different approaches abolitionists used.

Resources: Textbook Materials:

American History: Beginnings through 1914. McDougal-Littell, 2007; Chapter 15.

Supplementary Materials: The American Nation, Chapter 13.2, pages 331-335 (Textbook resources related to the abolitionist movement.) The American Nation, Source Readings, “The Fires of Jubilee,” pp. 680-681 and “Education of a Slave”, pages

682-683. (Primary source documents related to the abolitionist movement.) A History of U.S. by Joy Hakim, Book 5, pages 165-192 (Book featuring primary sources, interactive dialogue,

and probing questions to help the reader engage with the history of abolitionist movement.) www.gilderlehrman.org (A wealth of documents that can be easily printed and used in the classroom,

particularly for primary source discussion.)

http://www.spartacus.schoolnet.co.uk/USAslavery.htm (This website has links to more than 50 abolitionist biographies and primary sources. It is very useful as a background for teachers or as material to use in the

classroom for individual research.)



STANDARD

8.10.4. Describe the importance of the slavery issue as raised by the annexation of Texas and California’s admission to the Union as a free state under the Compromise of 1850. (P, S)

Concepts: • slavery • annexation of Texas

• California’s admission to the Union as a free state • Compromise of 1850

Skills:

• describe

Big Ideas: • The issue of slavery grew increasingly contentious as more states were added to the Union. • The balance of free and slave states was monitored closely by United States citizens and Congressmen.

• The Compromise of 1850 attempted to put a band-aid on the growing tensions between abolitionists and slavery supporters.

Essential Questions:

• What impact did the annexation of Texas have on the United States in regards to slavery? • What impact did the admission of California as a free state to the Union have on the United States in regards to

the issue of slavery?

• Why did people care if there were more free or slave states in the Union? Where did government stand on the issue?

• What was the Compromise of 1850? Why was it so significant?

Engaging Scenario: You are a United States Congressman in 1850. You must debate the issue of slavery in the territories and in the country. You will be assigned a role as a northern abolitionist Congressman, southern Congressman, a

Congressman from the newly annexed Texas and newly admitted California, or a representative from the western territories (which are not yet states). You must research what YOUR constituents would like from the Compromise

of 1850, and then advocate that position.


SKILLS

(LOT � HOT)*

PERFORMANCE TASK ASSESSMENT (PROFICIENT CRITERIA)

Students read about how Texas was annexed

to the United States (Mexican War and Mexican Cession) and what caused California to be eligible for admission to the United States (gold

rush).

Students prepare a brief summary to exhibit an understanding of what caused both events.

read

(knowledge) LOT


LOT

Students share orally or through a short

written quiz what they read and summarize the key points of this information.

Students identify and label a blank map to show what the United States looked like in

1850.

Students identify: 1. The geographic split in the country

between the free and slave states.

2. Compare the changes between 1850 and 1820, the time when the Missouri

Compromise was created.


LOT

compare (analysis)

HOT

The map is mostly correct in its completion. Students list at least three comparisons and

three contrasts between the maps of 1850 and 1820, based on prior knowledge and

current information.

Students hypothesize what would happen if various territories were added as either free or slave states.

hypothesize (synthesis)

HOT

Students provide reasonable answers to the significance of territories being added to the United States.

Students read about the Compromise of 1850

and what it encompassed. Students then complete a graphic organizer that depicts the

particular points of the Compromise, the impact, and where it affected people the most.

read

(knowledge) LOT

organize

(application)

LOT

Graphic organizers include at least three

particular points of the Compromise of 1850 and at least two points each on its impact and

where it affected people the most.

Students are assigned their congressional role and write three paragraphs on the reaction

based on that assignment (Northern, Southern, Western, Texan or Californian perspective).

write (synthesis)

HOT

Paragraphs are historically accurate, convey appropriate emotions, and correctly identify

the benefits and drawbacks of the Compromise of 1850 as based on geography.

Mock Congress: Based on the previous task a mock congressional session is held in which

students must articulate arguments for or against the Compromise of 1850, as well as

specific aspects of the wider slavery debate in America.

debate/argue (evaluation)

HOT

Student arguments are articulate, persuasive, and show a logical progression. Students are

active participants in the debate.



Standard Assessment: 1) On the map below, the shaded area shows:

a. free states

b. slave states c. eastern states

d. northern states (NAEP Social Studies: http://nces.ed.gov/nationsreportcard/ushistory/; 8th Grade, US History Exam (8H8) 2006: Question 9)

2) Essay: Why was the Compromise of 1850 so controversial?


American History: Beginnings to 1914. McDougal-Littell, 2007; Chapter 15.

Supplementary Materials:

A History of U.S. by Joy Hakim, Book 5, pages 58-68 (Book featuring primary sources, interactive dialogue, and probing questions to help the reader engage with history of slavery and the annexation of Texas.)

A History of U.S. by Joy Hakim, Book 5, pages 171-172 (Book featuring primary sources, interactive dialogue, and probing questions to help the reader engage with history of slavery and the admission of California as a free state to the Union.)

A History of U.S. by Joy Hakim, Book 5, pages 174-179 (Compromise of 1850) (Book featuring primary sources, interactive dialogue, and probing questions to help the reader engage with history of slavery and the

compromise of 1850.) http://www.fordham.edu/halsall/mod/1848hidalgo.html (Treaty of Guadalupe Hidalgo, which eventually led to

the admission of California as a free state.)

http://www.pbs.org/wgbh/aia/part4/4p2951.html (Summary of Compromise of 1850.) http://www.loc.gov/exhibits/treasures/trm043.html (Online exhibit of original speeches by John C. Calhoun and

Daniel Webster opposing and supporting the Compromise of 1850. From the Library of Congress.)



STANDARD

8.10.6. Identify the conditions of enslavement, and explain how slaves adapted and resisted in their daily lives.

Concepts: • conditions of enslavement

• slaves

Skills: • identify

• explain

Big Ideas: • Enslaved people were denied basic human rights.

• The specific conditions of slavery varied by region, state and slave owner. • Slaves adopted both direct and indirect forms of resistance against their enslavement.


• What were the conditions of slavery like in the United States? What were some documented examples? • How did enslaved people resist the conditions of slavery in their own lives? • How did enslaved people adapt (or not) to their situation? How did this adversely affect their culture?

Engaging Scenario: You have been asked to create the narration for a documentary movie about slavery. You must use primary

sources (documents, music, and excerpts) to explain the conditions of slave life, and express how slaves were forced to adapt and/or resist. The narration should highlight the daily difficulties encountered by enslaved people and the mental and physical strength they were forced to embody and came to rely on for mere survival.





Students complete a K-W-L chart about slavery in the United States.

list (knowledge)

LOT

Students must complete a minimum of three points under the K and W columns of the

graphic organizer at the start of the unit.

Students read about the conditions of slavery through primary sources, such as narratives

and slave codes (including Frederick Douglass’ early years as a slave, Henry “Box” Brown,

laws that governed against freedoms of enslaved people). Students then summarize the different experiences that enslaved people

endured.

read (knowledge)

LOT

summarize (comprehension)

LOT

Students summarize at least three key points from the information they read either verbally

or in writing.

Students write a letter to one of the people they read about in the previous activity.

Students speculate how they feel about his/her particular story and the emotions his/her story evokes for them.

write/speculate (synthesis)

HOT

Student letters are historically accurate, show a distinct point of view, and present a clear

emotional reaction. Letters are written with a clear progression (introduction, body, and conclusion) and are free of technical error.

Students listen to songs sung by enslaved

people in the field. Students complete a graphic organizer including emotions evoked,

key words to the song, and then share how the song makes them feel today. Students complete a summary paragraph discussing the

power of the songs as a tool of resistance and as a means of strength.

organize

(application) LOT

summarize (evaluation)

HOT

Students complete the graphic organizer

mostly free of grammatical mistakes. Their reflections exhibit both an understanding of

the material as well as in depth thought. There is some variance for personal answers of their own feelings and where they hear

these songs today.

Students research one person in the slave

narrative anthology and write a one minute vignette about the person and their experiences as a slave. Students present their

selection, in first-person character, to the rest of the class, concluding with a response to this

person’s life.

read

(knowledge) LOT

write (synthesis)

HOT

Student presentations are historically

accurate, given with only casual reference to notes and are in the first-person character. Effective public speaking strategies are

employed including eye contact with the class, clear enunciation, and voice projection.

Students create a two-page narration which explains the conditions of slavery and ways that slaves adapted to and resisted slavery.

Narration should refer to at least three specific primary source documents.

create (synthesis)

HOT

Narrations are free of grammatical and historical error; reflect an engaging storyline or sequence of events, as well as the voice of

the student.



____________________________________________________________________________________________

Standard Assessment: 1) Short Answer: List three ways that slaves either adapted to or resisted slavery.

2) Essay: How did the conditions of enslavement lead to methods of resistance by slaves?

Resources:

Textbook Materials: American History: Beginnings to 1914. McDougal-Littell, 2007: Chapter 11, Section 2,; Chapter 15.

Supplementary Materials: A History of U.S. by Joy Hakim, Book 4, pages 138-141 and pages 146-152; Book 5, pages 185-189 (Book

featuring primary sources, interactive dialogue, and probing questions to help the reader engage with the paradox of slavery in the U.S., the history of slavery in the U.S. in the early 1800s, and the history of the Underground Railroad.)

Brown, Henry. Narrative of the life of Henry Box Brown, Oxford University Press, 2000 (Primary source autobiography of Henry Brown, excellent source for the performance tasks.)

http://www.slaveryinamerica.org/amliterature/amlit_lp_ya_whatwasslavery.htm (This website has lesson plans, handouts, assessment questions, and supplemental resources for the teaching of slavery in the United States.)

www.gilderlehrman.org (Lesson plans, handouts, assessment questions, and supplemental resources for a variety of topics, including slavery.)

http://xroads.virginia.edu/~hyper/wpa/wpahome.html (American Slave Narratives, this online anthology allows the teacher or the student to read short vignettes about the person, and then to click on the individual’s biography to read the actual narrative in full.)

http://www.spartacus.schoolnet.co.uk/USASsongs.htm (This website has primary source quotations about slave songs from Frederick Douglass, Henry Box Brown, and others.)

http://www.loc.gov/exhibits/treasures/trm009.html (This document is the slave codes in Washington, DC, with background information provided.)



STANDARD

8.11.1. Trace on a map the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. (G, P)

Concepts: • boundaries

• the North and the South • regions

• agrarians • industrialists

Skills:

• trace

Big Ideas:

• Geography influenced the northern states to industrialize and the southern states to remain agrarian. • The agrarian way of like was a factor in the South’s decision to secede from the Union.

• The Civil War outcome was influenced greatly by the industries in the North.

Essential Questions: • Why did the North industrialize? Why did the South not industrialize? • How did geographical differences affect boundaries?

• To what extent did geography play a role in the cultural and economic differences between the North and the South?

Engaging Scenario:

You are a cartographer asked to create a wall-sized, 3-D map of the United States for a middle school classroom. Draw the state boundaries of the United States as if it were 1861. Create geographical features in 3-D using materials such as cardboard for mountains, sand for desert, pasta for farms, etc. After the creation of the map,

create a key for the map as well as a written description of the country in 1861 and the significance of geography to the economies of the regions.

PERFORMANCE TASKS THINKING SKILLS

(LOT � HOT)*


On a map, identify and use different colors to

shade in the Northern states, Southern states, and the slave holding states in the North.

identify

(knowledge) LOT

label

(comprehension)

LOT

In a formal or informal assessment, students

correctly categorize at least 15 states in 1861.

Students complete a Venn diagram of Industrialists and Agrarians to compare and

contrast the lifestyles of the two.

After the Venn diagram is complete, students write a paragraph using the information from their diagram comparing and contrasting the

two.

compare & contrast

(evaluation) HOT

Students list at least five facts per section of the Venn diagram. The completed paragraph

uses two facts from each part of the diagram to build a strong paragraph which compares

and contrasts the two lifestyles.

Students list the geography of each region. In an essay they argue how geography is

connected to the economy of a region.

list (knowledge)

LOT

argue

(evaluation) HOT

Students identify at least three types of geography per region. In their essays,

students use at least three pieces of evidence each for the North and the South to argue that geography affects the economy of a

region.

Students create a 3-D map of the United

States in 1861, showing geographic, physical, economic, and political characteristics of the nation and regions.

create

(synthesis) HOT

Student maps are neat, attractive, easy to

read, and meets the minimum criteria. Students exhibit individual proficiency by their contribution to the finished product and

familiarity with the geographic differences between North and South.



____________________________________________________________________________________________

Standard Assessment: 1) Essay: UNION AND CONFEDERATE RESOURCES (as percentages of total United States resources):

Resource North South

Population 71% 29% Railroads 71% 29% Farm acreage 65% 35%

Factory Workers 92% 8%

Use the information in the table above to evaluate the statement, "The South could never have won the Civil War."

(NAEP Social Studies: http://nces.ed.gov/nationsreportcard/ushistory/; 8th Grade, US History, 2001: Question 9)

2) Essay: In a five paragraph essay, discuss how the geography of the north and the south affected lifestyle and

economy.


American History: Beginnings to 1914. McDougal-Littell, 2007: Chapter 15, pages 478-498.

Supplementary Materials:

Hakim, Joy. A History of U.S., Book 6: War, Terrible, War (This book starts where book five left off which is a brief recounting of the causes of the Civil War followed by lots of information. Not only are the people, places, and events of the Civil War shared, but the interconnectedness of all of them to give us the history

we have today.) http://www.danking.org/evergreen/Spring_2002/History/usa_1861.jpg (A map of the United States in 1861,

showing the slave and free states, as well as states which joined the Confederacy.) http://students.usm.maine.edu/amanda.spellman/lesson.html (A physical map of the Eastern part of the United

States so students can analyze how geography corresponds to economics, politics, etc.)



STANDARD

8.11.7. Describe critical developments and events in the war, including locating on a map the major battles, geographical advantages and obstacles, technological advances, and General Lee’s surrender at Appomattox. (G, M,

P)

Concepts: • developments in the war • major battles

• geographical advantages • geographical obstacles

• technological advances • General Lee’s surrender • Appomattox

Skills:

• describe • locate (major battles on a map)

Big Ideas:

• The North had many advantages at the beginning of the war, but took four years to achieve victory. • The Civil War was called the first “modern war” due to technological inventions and their uses during the War. • The Civil War cost more American lives than any other war.

• General Lee’s surrender at Appomattox ended the Civil War, but left the nation with a lot of wounds to mend.

Essential Questions: • How did the North have advantages over the South at the outbreak of the Civil War?

• How did major battles and events connect to each other? • How did technological advances of the Civil War impact the outcome of the War? • Why did the South lose the war?

Engaging Scenario:

You’re a docent at a Civil War Museum. Write a script for the story of the Civil War that will be told in your museum. Include a general review of the war, a geographical overview, and a timeline.


SKILLS

(LOT � HOT)*


Students identify the advantages of each side

in the Civil War, emphasizing the role of geography to individual advantages.

identify

(knowledge) LOT

Students list at least three advantages for

each side.

Students read an overview of the beginning of the Civil War that emphasizes: the secession of

South Carolina, the firing of the first shots at Fort Sumter, the creation of the Confederacy,

and the first battle at Manassas/Bull Run. Students then summarize these events and their significance in their own words.

read (knowledge)

LOT


LOT

Students share orally, or through a short written quiz, what was read and summarize

the key points of this information.

Students identify, describe character

attributes, and compare and contrast the two presidents of the Civil War. Students include

strengths and weaknesses of each, how they came to power, and how they related (or not) to each other.

identify

(knowledge) LOT

describe

(knowledge)

LOT

compare & contrast

(evaluation)

HOT

Students list at least three strengths and

three weaknesses for each president, as well as three similarities and three differences.

Entries are historically accurate and well written.

Students identify key battles of the Civil War

(e.g., Fort Sumter, Manassas, Gettysburg, Vicksburg, Shiloh, Appomattox Courthouse, etc.), and complete a graphic organizer as a

means of note taking.

Organizers identify the outcome of the war, the significance and location of the battles, key generals/people involved, and any other

information. Then, students identify these locations on a map.

identify

(knowledge) LOT

organize (application)

LOT

Graphic organizers contain at least six key

battles and related notes are historically accurate. Student maps identify most of the locations correctly.

Students read for comprehension about the technological advances of the Civil War (hot air

balloons, photography, particular rifles, trenches). Students create a diorama of a

battle scene depicting two or more of these technological advances being used.

comprehend (comprehension)

LOT

create (synthesis)

HOT

Students relay information from the reading through oral discussion. Students create a

diorama using a teacher or student made rubric with an emphasis on historical

accuracy, neatness, interpretation and detail.

Students write a narrative for a tour of a Civil

War Museum. Students make specific references to maps, visuals, and primary

sources that they have examined in class and explain those documents in the context of a museum tour.

write

(synthesis) HOT

Narratives meet minimum requirements, are

well written, follow the chronology of the Civil War, and are engaging.



Standard Assessment: 1) Multiple Choice: . . . we here highly resolve that these dead shall not have died in vain; that this nation, under

God, shall have a new birth of freedom; and that government of the people, by the people, for the people, shall

not perish from the earth. — Abraham Lincoln's Gettysburg Address, 1863. When Lincoln talked about "these dead" he was referring to:

a. soldiers killed in a Civil War battle b. workers who died building the railroad c. slaves killed while trying to escape

d. women killed while working as nurses in the Civil War (NAEP Social Studies; http://nces.ed.gov/nationsreportcard/ushistory/; Grade 8, US History, 2006: Question 7)

2) Essay: What was the turning point of the Civil War? Why do you believe this to be the case?


American History: Beginnings to 1914. McDougal-Littell, 2007; Chapters 16 and 17, pages 508-563.

Supplemental Materials: Friedman, Robin. The Silent Witness (This children’s book is about the McLean family who can claim that the

Civil War started in their front yard and ended in their parlor. This is a great book to humanize the war,

summarize the war, and discuss the surrender.)

Hakim, Joy. A History of U.S., Book 6: War, Terrible, War (This book starts where Book five left off which is a brief recounting of the causes of the Civil War, followed by lots of information. People, places, and events of

the Civil War are shared and the interconnectedness of them is provided.) http://www.civil-war.net/ (“Official” website of the Civil War, with maps, lesson plans, background guides, and

other resources.) http://www.pbs.org/civilwar/ (Companion site to Ken Burns’ “Civil War” documentary of the conflict, with maps,

background guides, study questions to accompany the documentary, and other resources.)

http://memory.loc.gov/ammem/cwphtml/cwphome.html (Primary source photographs of the Civil War battles, soldiers, leaders, and other significant individuals and events.)



STANDARD

8.12.2. List and describe the original aims of Reconstruction (e.g., to reunify the nation) and its effects on the political and social structures of different regions. (G, P, S)

Concepts: • Reconstruction • political and social structures

• different regions

Skills: • list

• describe

Big Ideas: • To help the United States heal after the Civil War, a plan called Reconstruction was developed. • Reconstruction was designed to assist African-Americans in the South.

• Political and social controversies prevented Reconstruction from being successfully implemented.

Essential Questions: • Why was Reconstruction created?

• How did the programs of Reconstruction seek to heal the wounds of the country? • How did Reconstruction affect the country as a whole and the North and South specifically? • Why was Reconstruction abandoned in 1877?

Engaging Scenario:

You are an African-American living in the South during the period of Reconstruction. Your testimony has been requested at a Senate hearing on Reconstruction. Outline the effects of Reconstruction on your life, and argue in

favor of or against the policies of Reconstruction.


SKILLS

(LOT � HOT)*


As a review, students individually list the facts

they know about the state of the country at the end of the Civil War and then share their answers as a class.

list

(knowledge) LOTS

Students list a minimum of ten facts they

know about the state of the country (from the surrender, to Lincoln’s assassination, to the end of slavery, to the Union’s victory).

Students read and analyze the 13th, 14th, and

15th Amendments to the Constitution. Students discuss their findings as a class when

they are finished.

analyze

(analysis) LOT

Students participate in their individual and

small group study of the documents. Students take a quiz after the class

discussion, based on the purpose and effects of the three documents.

Students read about the Freedmen’s Bureau to gain an understanding as to what it did, why it

was important and what it accomplished. Students look at Jim Crow laws and their

restrictions to gain an understanding of the climate of the time.

examine (analysis)

HOT

Analyses accurately summarize the main points of the primary source documents, and

students accurately categorize the arguments in the texts as those of a northern or southern

senator.

Students brainstorm arguments used in the 1860’s and 1870’s in favor of and against

Reconstruction. Students then rank the arguments from strongest to weakest and give

an explanation as to how they came up with their rankings.

brainstorm (comprehension)

LOT

rank (evaluate)

HOT

Students brainstorm at least three arguments in favor of, and three arguments against,

Reconstruction. Ranking systems are internally consistent, historically relevant,

reflect original thought, and exhibit understanding of the Reconstruction debates.

Students assume the role of an African-

American living in the South during the period of Reconstruction. Students detail specific ways

that Reconstruction has affected their character’s life and construct an engaging argument in defense of, or against,

Reconstruction.

argue

(evaluation) HOT

Students’ arguments reflect the voice of a

southern African-American during Reconstruction. Students assemble a

coherent, logical, and historically accurate argument utilizing at least three specific historical examples.



____________________________________________________________________________________________

Standard Assessment: 1) The “Black Codes” passed in the South early in the Reconstruction era were designed to:

a. restrict the rights of former slaves b. guarantee a minimum wage for former slaves

c. force former slaves to move to cities and work in industry d. offer financial assistance to African Americans who had fought for the Confederacy during the Civil War

(NAEP Social Studies: http://nces.ed.gov/nationsreportcard/ushistory/; Grade 8, US History, 2006: Question 6)

2) Short Answer:

• The 15th amendment was designed to help ____________________. • Why was the 15th amendment proposed at this particular time in United States history?


3) Essay:

"Our reconstruction measures were radically defective because they failed to give the ex-slaves any land." – Frederick Douglas

Describe briefly the way in which Douglass's statement helps explain the rise of sharecropping in the South after

the Civil War. In your answer, be sure to define the term sharecropping. (NAEP Social Studies: http://nces.ed.gov/nationsreportcard/ushistory/; Grade 8, US History, 1994: Question 4)

Resources:

Textbook Materials: American History: Beginnings to 1914. McDougal-Littell, 2007; Chapter 18, pages 568-582.

Supplementary Materials: Hakim, Joy. A History of U.S., Book 7: Reconstructing America (This entire book helps to teach both the breadth

and depth of Reconstruction through interesting narrative and primary sources. People, places, and themes are introduced in this book.)

http://www.archives.gov/education/lessons/worksheets/written_document_analysis_worksheet.pdf (National Archives Document analysis worksheet: This website can be used with the primary sources for the activities.)

http://memory.loc.gov/ammem/aaohtml/exhibit/aopart5.html (Fantastic articles, with references and links to

primary source documents, detailing the history of Reconstruction.) http://www.pbs.org/wgbh/amex/reconstruction/ (Companion site to documentary, this engaging and interactive

site has lesson plans, primary source documents, and other useful resources.)



STANDARD

8.13.1. Explain the location and effects of urbanization, renewed immigration, and industrialization (e.g., the effects on social fabric of cities, wealth and economic opportunity, the conservation movement). (G, S, E)

Concepts: • location of urbanization

• effects of urbanization • immigration

• industrialization

Skills: • explain

Big Ideas: • In the late 1800’s, cities grew throughout the U.S. and had profound political, economic, and social effects.

• Immigrants from Europe found their way to urban centers and the Midwest in the late 1800’s. • Immigration and urbanization fueled increased industrialization in the United States.


• How do urbanization, immigration, and industrialization all correspond? • How did the wave of immigrants arriving and settling affect this country? • Why did immigrants come to the United States during the late 1800’s and early 1900’s?

• What drew immigrants to urban centers and the Midwest and how did they change the fabric of those areas? • How did the increased urbanization and industrialization of the turn of the century contribute to the conservation

movement?

Engaging Scenario: You are a City Planner at the turn of the century. The City Council has asked you to present at the next council meeting the updated city plan. You will need to account for such elements as immigration, industrialization and

urbanization and how they relate to the new plan. Prepare a presentation with a visual to help the City Council understand the new city plans.





On a map, students identify urban centers in the late 1800’s to 1900. Students list reasons why these cities sprung up where they did.


LOT

Students correctly label at least ten urban centers on a map. For each center labeled, students provide at least one reason for the

city’s growth.

Students read about immigration patterns in

the United States in the 1880’s and 1890’s. Students list examples of world issues that pushed immigrants out of their respective

home countries and pulled them to the U.S.

Students graph the immigration population from various countries to the United States, as well as the migration patterns of immigrants

within the U.S.

read & graph

(comprehension) LOT

Students identify at least four places from

where immigrants to the United States came. Students identify one push and one pull factor for each of the countries of origin listed

above.

Graphs are neat, easy to read, and mostly accurate. Students clearly depict both the immigration population from various countries

to the U.S. and migration patterns within the U.S.

Students read about industrialization and the

growth of factories, industrial centers, pollution, division of labor, and the assembly line (Fordism). Students then select ten key

terms which they define, give examples of, and give the significance of (with regard to

industrialization).

read

(comprehension) LOT

define & explain (application)

LOT

Student definitions are mostly accurate,

examples are plausible, and significances relate to the period of industrialization. Selected words relate to the period of

industrialization and student word choice reflects an understanding of key points of

industrialization.

Students create a visual representation of the intersection of industrialization, immigration, and urbanization. Students may create a Venn

diagram, picture, mural, or other applicable visual representation.

visualize (synthesize)

HOT

Student visuals are open ended and can take on many forms. It is essential that the visual exhibits creative and original thought, and can

be plausibly linked to the period and topic.



Standard Assessment:

1) Short Answer: • Over the years, many people have immigrated to the United States. Give two reasons why people have

come. • Name a group of immigrants who came for each reason you have given.


2) Essay: “In America, it was no disgrace to work at a trade. Workmen and capitalists were equal. The employer

addressed the employee as you, not familiarly as thou. The cobbler and the teacher had the same title, ‘mister,’ and all the children, boys and girls, Jews and Gentiles, went to school!” - Polish immigrant, 1910.

Using the quotation above and your knowledge of history, explain in your own words two important aspects of life in the United States that seemed good to this immigrant. What do you think was the most important

difference this man saw between Poland and the United States? (NAEP Social Studies: http://nces.ed.gov/nationsreportcard/ushistory/; Grade 8, US History, 2001: Question 3)

Resources:

Textbook Materials: American History: Beginnings to 1914. McDougal-Littell, 2007; Chapter 20, pages 628-666.

Supplementary Materials: Hakim, Joy. A History of U.S., Book 8: An Age of Extremes (This book discusses the gilded age in America. A

time of new inventions, great wealth for some and a time of struggle for immigrants.)

Students develop a presentation on this era,

summarizing the interconnectedness of industrialization, immigration, and

urbanization.

develop

(synthesis) HOT

Presentations are engaging, logical and can

hold the City Council’s (the class) attention.

Presentations touch on: 1) Immigration provided a cheap labor force and added consumers to the

American economy. 2) Immigrants were drawn by the promise

of jobs, cheap goods, and a better life. 3) Urbanization provided close knit immigrant and industrial centers in the

era before mass transit and the automobile.

http://www.coe.uh.edu/archive/sstudies/sstudies_lessons/ssles5/index.html (Lesson plan related to industrialization in the United States, with sources, readings, and sample assessments.)

http://home.earthlink.net/~gfeldmeth/lec.indust.html (Outline, pictures, primary source documents, and historical articles related to industrialization.)

http://www.latinamericanstudies.org/immigration-statistics.htm (Statistics related to American immigration during the period in question, excellent for student analysis.)

http://memory.loc.gov/learn/community/cc_immigration.php (Primary source documents, readings, articles, and

sample lesson plans related to immigration and urbanization.)

Documents

Grade 8 Unit 10 Standards-Based Worksheet organizer classifying the people they chose, where they were located, when they were active, and what they accomplished. identify (knowledge)