1. Conflict can lead to a dramatic change in the social, economic, political or religious order.

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Stephen Baldwin
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1 Title: Causes of the Civil War Subject/Course: U.S. History 10B Topic: The Rise of Sectionalism Grade: 10 STATE STANDARDS Describe the experiences of culturally, ethnically, and racially different groups existing as part of American society prior to the Civil War Discuss the causes and effects of various conflicts in American history Explain the United States territorial expansion between 1801 and 1861 and identify internal and external conflicts Evaluate issues in which fundamental values and principles are in conflict Describe ways in which citizens participated in early American public life Describe the role of gender, race, ethnicity, religion, and national origin on the development of individual/political rights Enduring Understandings: 1. Conflict can lead to a dramatic change in the social, economic, political or religious order. 2. Individuals and groups react to issues and events based on their values and worldviews. 3. Social, economic or political oppression often leads to conflict or revolution. Guiding Questions: 1. Why does conflict change the social, economic, political and religious order? 2. How does rigidity in a social, political or economic system affect the functioning of the system? 3. What conflicts led to changes in the political, social, economic, or religious order? 4. What are the world events that individuals and groups are reacting to? Obectives 1. Students will be able to identify and sectionalism and the cultural in both the North and South. 2. Students will be able to identify and discuss the relationships between the three sections of the United States proceeding the Civial War. Activities, Strategies, and Assessment/Closure (1-2 days)

2 1. Students will take guided notes on the rise of sectionalism. (See ppt) 2. Students will watch the video clip Sectionalism 3. Students will Split into small groups and begin creation of a United States map. a. The map will begin as a full desk size map (Photocopy) b. They will then cut the map into the Sections we outlined in the ppt and the video c. Students will then label the states in the sections and also write (3 Sentence max) the aspirations of the sections. ie agriculture, manufacturing, become a state. 4. As students finish up their work, we will come together as a class and discuss some of the challenges faced by each group. 5. Part # 2 of this assignment will incpoprate digital media into the assignment, while asking each student to create a digital map. a. Although studetns have already created hard copies of their maps they will now create a google map with the information they have. b. I will have all students watch the tutorial (3:28) and they will each be given a printed tutorial to answer any questions. c. Each student will be responsible for creating a google map of the states during the civil war. d. The transfer of the information written on the physical map will be with pictures and captions. 6. Assessment/Closing Assignment: Students will discuss the differences in each map. a. Upon completion of the discussion students will then view others maps and look at the differences between the map they created and the maps of their peers. b. Students will choose a map of a classmate and create a compare and contrast chart of the information in their map and the information in their classmates. 7. Students will turn in the digital map and the compare and contrast chart for a grade, the maps we made in class (physical maps) will be used in review games etc. in class.

3 Title: The Gettysburg Address: What Is Its Enduring Legacy? Subject/Course: American History Topic: Abraham Lincoln and The Civil War Grades: 9-12 STATE STANDARDS 16.A.4a Analyze and report historical events to determine cause-and-effect relationships. 16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings). 16.A.4b Compare competing historical interpretations of an event. 16.B.4 (US) Identify political ideas that have dominated United States historical eras (e.g., Federalist, Jacksonian, Progressivist, New Deal, New Conservative). 16.D.4a (US) Describe the immediate and long-range social impacts of slavery. 16.D.4b (US) Describe unintended social consequences of political events in United States history (e.g., Civil War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/antigovernment activity). Enduring Understandings: 1. The Gettysburg Address was a carefully prepared speech given by Abraham Lincoln at the battleground site. 2. Abraham Lincoln s primary message of the Gettysburg Address was not to talk about the war, but to discuss the themes of unity, democracy, freedom, and liberty. 3. The legacy of Lincoln s speech was to give such a tremendous address at a time when the nation was in balance and the country s future was uncertain. 4. The speech impacted Lincoln s legacy because the speech contributed at the time to the idea that the Civil War wasn t just a war, but a revolution, and Lincoln was quickly becoming the central figure or agent of the revolution. Essential Questions: 1. Why is the Gettysburg Address one of the most famous speeches in American history? 2. What was Abraham Lincoln s message in delivering the Gettysburg Address? 3. What is the legacy of the Gettysburg Address? 4. How does the Gettysburg Address reflect the legacy of Abraham Lincoln? Activities, Strategies, and Assessment/Closure (2 days) 1. Studnets will first listen to the Jeff Daniels rendition of the Gettysburg Address Link here 2. Students will read the Gettysburg Address in pairs. (Handout, Link below) 3. As students read, they must underline 5 key words/concepts. 4. Next, students will answer the essential questions. 5. As students finish up their work, we will come together as a class and share responses. 6. Assessment/Closing Assignment: Students will create a tagxedo with the Gettysburg Address. a. Students will need computer access for the tagxego project.

4 b. Students will log into the site and create a tagxego using the text of the Getysurg address. c. Students will need to choose an appropriate picture (most will go lincoln) to input in the tagxedo. d. Students work will be displayed around the room,

5 Primary Source: Gettysburg Address: Four score and seven years ago, our fathers brought forth upon this continent a new nation: conceived in liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war...testing whether that nation, or any nation so conceived and so dedicated... can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we cannot dedicate...we cannot consecrate... we cannot hallow this ground. The brave men, living and dead, who struggled here have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember, what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us...that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion... that 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.

7/23/2015. On paper, the Union seemed to enjoy an overwhelming material advantage. The North. a war of conquest with untrained troops.

7/23/2015. On paper, the Union seemed to enjoy an overwhelming material advantage. The North. a war of conquest with untrained troops. 1861-1865 What social and political changes were created by the unprecedented nature and scale of the Civil War? What were the major military campaigns of the war? How important was the end of slavery