Creating a Blueprint for History and Social Science Education

Transcription

1 Creating a Blueprint for History and Social Science Education Advancing Instruction, Assessment, Student Learning, Literacy, and Engagement Abraham Lincoln, half-length portrait, facing right, probably 1858, printed later. Source: Library of Congress.

2 The California History-Social Science Project and The History Blueprint Initiative

3 Partners and Affiliates

4 Blueprint Civil War Unit Team

5 California History-Social Science Content Standards Common Core Reading and Writing Standards Compare interpretations of state & federal authority Trace boundaries and geographical differences between North and South Identify constitutional issues of nullification and secession Discuss Lincoln s presidency and significant writings & speeches Cite specific textual evidence to support analysis Determine central ideas or information of primary or secondary source Identify aspects of a text that reveal author s point of view or purpose Historical Disciplinary Skills Evaluate fact and opinion Differentiate between primary and secondary sources Identify bias and loaded language Analyze perspective

6 Historical Focus Question: Was the Civil War a war for freedom? Am I Not a Man and a Brother? Woodcut image from an 1837 broadside publication of John Greenleaf Whittier's antislavery poem, "Our Countrymen in Chains." Source: Library of Congress, Life in Camp Cameron, Washington, DC. May Photographer: Matthew Brady. Source: Library of Congress

7 Third Draft of Civil War Unit Lessons: The Road to War Secession Strategies & Battles Perspectives Lincoln s Speeches Emancipation Effects of the War Final Assessment

8 Louisa May Alcott Ella Gertrude Clanton Thomas Jefferson Davis Frederick Douglass Harriet A. Jacobs Robert E. Lee Robert Smalls George Templeton Strong Clinton Hatcher Michael F. Rinker Charles Berry, Senior John P. Wilson Oliver Wilcox North Susie King Taylor Historical Figures

9 Jefferson Davis ( ) Secondary Source: Jefferson Davis was born in Kentucky on June 3, 1808 and is famous for serving as the president of the Confederacy during the Civil War. After graduating from West Point Military Academy, he served Jefferson Davis, seated, facing front, during portrait session at Davis' home Beauvoir, near Biloxi, Mississippi, c Edward L. Wilson, Photographer. Source: Library of Congress, Primary Source: Excerpt from Davis Farewell Speech in the Senate Chamber, U.S. Capitol, January 21, 1861 It is known to Senators who have served with me here, that I have for many years advocated, as an essential attribute of State sovereignty, the right of a State to secede from the Union... Secession... is to be justified upon the basis that the States are sovereign. There was a time when none denied it. I hope the time may come again, when the inalienable rights of the people of the States, will prevent any one from denying that each State is a sovereign.

10 Why did Lincoln fight? Lincoln s Speeches House Divided Speech First Inaugural Address Emancipation Proclamation Gettysburg Address Second Inaugural Address

11 What does the Gettysburg Address tell us about Lincoln s reasons for war?

12 The Gettysburg Address

13 Sentence Deconstruction: The Gettysburg Address

14 Analyzing the Gettysburg Address

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16 Making an Interpretation: How did Lincoln s reasons for fighting the war change over time?

17 Part A: Making an Interpretation: How did Lincoln s reasons for fighting change over time? Here are three interpretation starters. Discuss them with your group, select the starter that best fits your interpretation, and fill in the blanks. Then write your interpretation in the space below. 1. In the beginning, Lincoln argued that the reason for fighting was, but by the end of the war, his reason(s) had changed to. 2. In all of his speeches, Lincoln had the same reason(s) for fighting the war, which was. 3. In the beginning, Lincoln argued that the reason for fighting was, but by the end of the war, he added a reason(s), which was (were). Focus Question: How did Lincoln s reasons for fighting change over time? Interpretation:

18 EVIDENCE GATHERING CHART EVIDENCE Use quotation marks Use ellipses ( ) to take out parts of sentences ANALYSIS What does this mean? This means that (explanation of evidence) RELEVANCE How does this support your interpretation? This relates to (interpretation) because SOURCE Write down your citation information Beginning: What was Lincoln s reason(s) for fighting the war in the beginning? (House Divided or First Inaugural) Point of Change: When and how did Lincoln s reason(s) for fighting the war change? End: What was Lincoln s reason(s) for fighting the war in the end? (Gettysburg Address & Second Inaugural)

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26 Pilot unit in 8 th -grade classrooms Spring 2012 New units in world and U.S. history Future Plans

27 Contact Information Shennan Hutton: or Websites History Blueprint: historyblueprint.ucdavis.edu CHSSP Statewide Office: chssp.ucdavis.edu, csmp.ucop.edu/chssp (see videos)