Name of Unit: The Civil War part two

11/21/2016- 2/10/2016

Mrs. Luciano S.S. 8th grade

Key Content: What are the key pieces of content you want students to learn? What essential questions will be answered at the end of
this unit?

What were the major causes of the Civil War?

How did people and institutions resist slavery?

How did the Civil War change life in the United States?
Social Studies Framework Key Ideas and Conceptual Understandings:
8.1 RECONSTRUCTION: Regional tensions following the Civil War complicated efforts to heal the nation and to redefine the status of African
Americans.
8.1a Different approaches toward and policies for Reconstruction highlight the challenges faced in reunifying the nation.
8.1b Freed African Americans created new lives for themselves in the absence of slavery.
Constitutional amendments and federal legislation sought to expand the rights and protect the citizenship of African Americans.
8.1c Federal initiatives begun during Reconstruction were challenged on many levels, leading to negative impacts on the lives of African
Americans.
Key Idea 5.1: The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life;
and the differing assumptions held by people across time and place regarding power, authority, governance, and law.
Key Idea 5.2: The state and federal governments established by the Constitutions of the United States and the State of New York embody basic
civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self,
others, and property), principles, and practices and establish a system of shared and limited government.
Common Core Learning Standards:
Reading Standards for Literacy in History/Social Studies
Key Ideas and Details
1.
Cite specific textual evidence to support analysis of primary and secondary sources.
2.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior
knowledge or opinions.
3.
Identify key steps in a texts description of a process related to history/social studies (e.g., how a bill becomes a law, how interest rates are
raised or lowered).
Craft and Structure
4.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social
studies.
5.
Describe how a text presents information (e.g., sequentially, comparatively, causally).
6.
Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas
7.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
8.
Distinguish among fact, opinion, and reasoned judgment in a text.
9.
Analyze the relationship between a primary and secondary source on the same topic.
Range of Reading and Level of Text Complexity
10.
By the end of Grade 8, read and comprehend history/social studies texts in the Grades 68 text complexity band independently and
proficiently.
Competencies:
1. Self-Directed Learning

2. Text-Dependent Research
3. Formulating Arguments in areas of Interest
Final Project: DBQ (Turbulence and the Turn of the Century).
Students will focus on the skills necessary for the successful completion of a Document
Based Question. This work will be completed through the lens of Social Studies content centering on the Civil War,
Reconstruction, and American Industrialization.

Mission/
Investigation
Title and Date
Range

Task: What are students

doing?

Learning Targets: What do you

want students to be able to do?

Differentiated tasks: ELLs, Special Education,

Advanced, Low Attending

11/18/2016
Intro to unit two:
Part #2 of The
Civil War and
final unit project.

Students are learning

competencies for unit two and
what the final project consist of.

SWBAT describe the competencies

needed to complete unit two and the
final project.
SWBAT identify the
missions/projects for the second
quarter of the school year.

Translation
Glossaries

11/21-11/23
Mini lesson:
Primary and
Secondary
Sources
revisited

Students are learning the

difference between a primary
and secondary source in social
studies.

SWBAT label a primary and

secondary source.
SWBAT list their own
primary/secondary source
examples.

Translation
Graphic organizers
Glossaries
Anchor Charts

11/28/2016-11/30
Mini lesson:
DBQs

Students are learning the steps

to answer document based
questions (DBQs) and students
are answering DBQs.

SWBAT answer document based

questions.
SWBAT know what are documentbased questions.

Translation
Graphic organizers
Glossaries
Anchor Charts

12/2/2016-12/5/16
Mission#1:
Passive and
active resistance

Students are reading various

articles that demonstrate
different types of resistance
throughput the civil war and
determining what type of

SWBAT analyze primary source

documents to understand and
evaluate various types of slave
resistance.

Translation
Graphic organizers
Glossaries
Anchor Charts
Different leveled texts

resistance was displayed (Active

or passive).