Calendar

fWeek Day 1 Introduction into the Civil War - Present timeline from library of congress - KLW chart - Discussion on what would cause brother to fight brother Day 2 Differences between regions - Economic systems of the South - Provide handout describing the Souths position -Have students read and then have discussion of the economic system of South and social aspects of their lives (Patriarchal, aristocratic society) Day 3

Unit:
Day 4 The Deepening Sectional Crisis - Discussion of differences between regions - questions of how these played a part is sectionalism Slavery -inside outside circle - Did the North have a form of slavery - Was the Southern patriarchy threatened by the womens movement in the North John Browns Holly war -watch video -leaving time for discussion - Was John Brown successful? - Martyrdom Day 5 The Deepening Sectional Crisis cont. - Read sheet provided about legislation/ events leading up to Civ war. (ms. Compromise, Comp. of 1820, gag rule, fugitive slave, personal liberty laws, annexation of Texas Oregon Mexican war, Kansas/Nebraska,) complete sheet in groups of two -Finish sheet for homework John Browns Holy War - Begin Socratic Seminar discussion

Differences between regions - Economic systems of the North -Provide handout describing the Norths position and child life in Lowell cotton mills - Have students read and then have discussion of the economic system of North and social aspects of their lives. (Industry, whole families worked, not just males) John Browns Holly war -watch video - leaving time for discussion - what were the ideologies present

The Deepening Sectional Crisis -Split students into groups of 4, then each group in half. - The groups will have to argue their position about how they (or their side) felt about the event or legislation. Secession - quick description of Republican platform -Look at primary documents from States claiming reasons for secession - have class discussion - why did they secede? - was there any way their differences could have been remedied w/o war?

The Deepening Sectional Crisis - Continue debates but have st students switch sides if 1 N argues pro S etc.

Soldiers and Why They Fought - South -Look at primary documents and discuss (SOAPS) - Why did they fight - What role did religion play in their reasons? - Are there similarities of ideologies between other wars we have studied or

Soldiers and Why They Fought -North - Look at primary documents and discuss (SOAPS) - Why did they fight - What role did religion play in their reasons? - Are there similarities of ideologies between other

The Southern Home front -Look at primary documents from Southerners left to fight the battle on the home front. - Discuss the war in peoples back yards - The Home Guard - Cut off from trade and supplies - What did patriotism

The Northern Home front -Look at primary documents from the Northern Home front - How did the war look different in the North? - What did patriotism look like

Unit Calendar

Created by: A. Graeber

Calendar
current events. wars we have studied or current events.

Unit:
look like

Compare the Home Fronts -DBQs - prompt What did patriotism look like for the North and the South? How were Conditions different?

The Emancipation Proclamation - Students read individually. - Get together in groups and discuss what they think it is saying -come back as a class and discuss what the document is actually saying

African Americans During the Civil War -Importance of A.A.s on both sides (the vas majority of South labor force) -Contrabands and passive resistance - discussion ways of passive resistance

African Americans During the Civil War - Joining the fight - Read primary documents from Fredrick Douglass and The Conkling Letter -Why did AAs want to fight so badly - What does it mean to fight What are they asserting - Ideals of patriarchal system

Ending the War - Roles of African Americans - Shermans march - How does this lead towards Southern dissertation?

Unit Calendar

Created by: A. Graeber

Calendar
Week Day 1 Begin Unit Final - Start finding evidence to create 2 short essays, one for the North and one for the South, arguing each sides position and reasons for war. Day 2 Collaboration For Final Debates - divide the class in two by drawling sides from a jar. - One side is arguing the Norths position; the other side the Souths. - Each side works together to formulate their argument Day 3 Begin Final Debates -Final debates begin

Unit:
Day 4 Free Day Free Day Day 5

Unit Calendar

Created by: A. Graeber