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This is how our adventure this year is going to proceed:

 * We are going to take a magic carpet ride back in time over the past two centuries. We'll meet our forefathers and learn how our wonderful country came to be the land that it is today. On this trip we will discover, not only the events that happned, but why they happned, how they happned, how they affected everything around them and spread across the land and sea, and into the future.
 * This class will not be an experience where you sit through a boring class all week memorizing dates and then take a test on Thursday. This class will be exciting and you will discover that learning about history not only can be fun, but __is__ fun indeed.

Unit: 3.02 Causes of the Civil War Unit: 3.03 Political and military turning points and their significance to the outcome. || Lesson Sequence: The series of political and social events leading to secession and the nation at war. || Federalists, Confederation, Free State, Hartford Convention, Abolitionist, Sovereign, States Rights, Secession, Nullification, Industrial Revolution, Agrarian, Tariffs, 3/5 rule, Emancipation || Unit Designer: William G Carrington || 3.01- Trace the economic, social, and political events from the Mexican War to the outbreak of the Civil War.  3.02- Analyze and assess the causes of the Civil War.  3.03- Identify political and military turning points of the Civil War and assess their significance to the outcome of the conflict. || Students will be given reading and project assignments. Various research materials and subject matter designed to make the students think independently will be made available as needed as well as a list of books to read. Copies of The Killer Angels will be assigned to the students as additional reading material for the study of Gettysburg. Each class period will have a one paragraph answer essay question at the beginning of class. This seatwork will be followed by a review of previous material, and then a class discussion of the material planned for that specific day. The class will divide into two groups becoming the North and South and each group will take the position of the side assigned and defend its reasoning. Several power point presentations will be shown during this study and a video of a complete reenactment of the Battle of Gettysburg. || Each major segment of this study will conclude with a quiz designed to show general knowledge of the subject matter. An essay paper will be assigned twice to demonstrate an overall understanding of the chain of events, how they happened as they did, and why the outcome was as it was. An end of unit test will be given to determine that the students have achieved mastery of the goal objectives as per the NC SCOS. Students needing or requesting extra credit assignments will be allowed or given additional work in the form of essay papers or projects. || The school pacing guide I am following allows two days flex time and two days of review for the quarter that will be used to re-teach material that students demonstrate a lack of or misunderstanding. Extra remedial study and essay papers will be used to assist in this re-teaching and to demonstrate a better grasp of the learning objectives. || 
 * Fall 2009 Civil War Unit/Lesson Plan **
 * 1 || Unit Title: Unit: 3.01 Mexican War to Civil War
 * ^  || Subject/Topic Area: The build up to the Civil War from 1848 to 1861 and the War itself from 1861-1865 || Grade Level: 11th grade US History from 1789 to the present  ||
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 * ^  || Time Frame: Twelve Days || ||
 * 2 |||| Unit Goal(s): Upon completion of these units the students are expected to have a basic knowledge and understanding of the divisions, socio-economic, Political, and geographic, in the United States and how those divisions played such a major role in the dissolution of the Union and led to war, even though the average citizen across the board was identical, regardless of their geographic locations. Each student will be expected to demonstrate this knowledge and understanding through tests and essays. ||
 * 3 |||| Content Standard: []
 * 4 |||| Activities and Proven Teaching Methods: 
 * 5 |||| Assessment/Data Analysis:  
 * 6 |||| Re-teaching/Enrichment:

** Unit Plan Pacing Guide: SCOS ** 3.01, 3.02, & 3.03 Oct 13-28
Background before Mexican War South Carolina Threatens secession New England Threatens secession Mexican War to mid 1850s Southern use of 3/5 rule Harriet Beecher Stowe ||  || **Day 2** Irish immigration influence Westward relocation by northern and southern settlers Henry Ward Beecher / Beecher’s Bibles and John Brown Power Point ||  || **Day 3** Republican Party Lincoln’s Election Suspension of Habeas Corpus Fort Sumter, Big Bethel Bull Run (Manassas) ||
 * **Day 1**

10 point quiz Seven Days Battles “Granny Lee – King of Spades” Civil War Music ||  || **Day 5** Western Theatre Mississippi River A.S. Johnston, P.G.T. Beauregard U.S. Grant & Shiloh K. Angels distributed Assignment: Read Foreword and be ready to discuss. ||  || **Day 6** Seatwork: One paragraph on importance of the Mississippi. Background - Antietam, Valley Campaign, Events Leading to the Battle of Gettysburg. Shaara and the writing of Killer Angels Class discussion of Gettysburg and the beginning of “The Killer Angels” Class will divide into two groups one North and one South and begin working on defense of positions. Assignment: Read to 1st Day in K A ||
 * **Day 4**

Seatwork: One paragraph on why Gettysburg instead of Cashtown Discuss the days and how the commanders on each side viewed the beginning of the battle and scrambled for strategy. Split into four groups: Lee, Longstreet, Buford, and Chamberlain. Each group will discuss its respective General. Class will rejoin and each group will present their understanding of its General. Watch 1st part of video tape of Gettysburg reenactment. Assignment: Read 1st Day in K.A. ||  || **Day 8** Seatwork: One paragraph describing the situation of the Armies at the end of the 1st Day. Lecture on the 1st Day’s fighting and the importance of the various geographical aspects of the countryside surrounding the town. Class discussion of the strategies of the two armies and their maneuvering around the landscape for better advantage in assaults. Assign essay and go over requirements and time frame. Watch the second part of the Gettysburg video. Assignment: Read the 2nd Day in KA ||  || ** Day 9 ** Seatwork: Describe the positions of the armies at the start of the 2nd Day. Lecture on the culmination of the 2nd Day’s fighting. Break back into groups and discuss what you would do at this point if you were your respective General at Gettysburg. Come back together and each group present its discussion opinion to the rest of the class. Watch part three of the video. 10 point quiz Assignment: Read the 3rd Day and Afterword in Killer Angels. ||
 * **Day 7**

Seatwork: Name one reason the assault failed and why in a paragraph. Lecture on Day three in actuality and the 3rd Day in the book. Whole Class discussion of the 3rd Day’s fighting and the terrible results. Watch the last part of the video of the reenactment of Gettysburg. Turn in subjects of essays Questions answered about essay papers and subject matter. ||  || **Day 11** Seatwork: What comment was made to the Foreign Observer Ross at the re-crossing of the Potomac? Review the 3rd Day information. Lecture on the battles in 1864 in the Shenandoah Valley and in the Tennessee-Georgia campaigns. Class will discuss as a whole how these actions were carried out and their effect on the morale among the troops and the civilian population back home. Review Gettysburg information. Assignment: Study for assessment test on Gettysburg. ||  || **Day 12** Final Gettysburg assessment Test: Possible 25 points Essay papers due. Turn in Killer Angels Books Lecture: From Atlanta to Durham Group discussion of the Scorched Earth Policy. Assignment: Read chapter on Reconstruction
 * **Day 10**

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