Causes of the Civil War 8th Grade Social Studies Prepared by: Elliot Zackoski for Larry M.

Maurer, Instructor EDFOUND 291.04: Principles of Teaching Fall 2012, BU

Introduction Student understanding of the causes of Civil War is vital for comprehending and relating later portions of history. The causes of the Civil War can directly be related back to the causes of the Revolutionary War, and also related to causes of political and social conflict today. The causes of the Civil War will serve as a benchmark lesson to be referred back to throughout the entire school year. Students will realize the importance of learning about the Civil War causes through multiple comparisons of these causes to current social and political quandaries. Students will be presented with multiple examples of how history has repeated itself over time, and it is important for students to study past mistakes, in order to, not repeat them. Student may also be enticed by the fact that the state in which they reside played a key role throughout the entire Civil War, and directly affected its outcome. Writing a unit plan is important especially for a novice teacher, in order to, provide a plan and a framework for proper instruction. If proper planning measures are not taken then important information can be overlooked or forgotten, and students can be slighted on key information that is vital for content comprehension. Additionally, establishing a proper plan creates an opportunity to evaluate sources, think of the instruction process, and consider how certain topics can be adapted best for student understanding. General Objectives 1. Students will be exposed to between 10 and 15 causes of the Civil War; in order to, understand that historical events occur based on many different reasons. 2. Students will research two primary documents from the National Achieves website; in order to, improve their research skills, and gain historical perspectives in context. 3. After completion of the unit, students will be able to summarize, and explain the relevance of a civil war cause of their choosing.

Name___________________

Civil War Preassessment

Date:_______

Instructions: Please circle the answer you believe is correct based on your background knowledge of the Civil War. 1. What years did the Civil War take place? a. 1861-1865 b. 1820-1835 c. 1900-1920 d. 1961-1965 2. Who fought in the Civil War? a. The North and the South b. The French and Indians c. The British Colonies and Great Britain d. Everyone 3. Which is NOT a cause of the Civil War? a. The election of Abraham Lincoln b. The invention of the cotton gin c. Abolitionism d. An increased use in animal labor 4. Which was NOT a battle in the Civil War? a. The 1st Battle of Bull Run b. The Battle of Antietam c. The Battle of Gettysburg d. The Battle of Burtonsville 5. One after effect of the Civil War was a. nothing, everything was just the way it was before. b. the two fighting groups had a lot of animosity (aggression/hard feelings) toward each other. c. the country split into two separate countries. d. None of the above

Motivational Device: Split the class into two groups. Play the Union version of Battle Cry of Freedom for one half of the class and have them discuss what they think the song means, and is trying to say, and play the Confederate version of Battle Cry of Freedom for the other half of the class and have them do the same. "The Battle Cry of Freedom" Lyrics Union version Yes we'll rally round the flag, boys, we'll rally once again, Shouting the battle cry of freedom, We will rally from the hillside, we'll gather from the plain, Shouting the battle cry of freedom! (Chorus) The Union forever! Hurrah, boys, hurrah! Down with the traitor, up with the star; While we rally round the flag, boys, rally once again, Shouting the battle cry of freedom! We are springing to the call with a million freemen more, Shouting the battle cry of freedom! And we'll fill our vacant ranks of our brothers gone before, Shouting the battle cry of freedom! Chorus We will welcome to our numbers the loyal, true and brave, Shouting the battle cry of freedom! And although he may be poor, not a man shall be a slave, Shouting the battle cry of freedom! Chorus So we're springing to the call from the East and from the West, Shouting the battle cry of freedom! And we'll hurl the rebel crew from the land we love best, Shouting the battle cry of freedom! Chorus "The Battle Cry of Freedom" Lyrics Confederate version. Our flag is proudly floating on the land and on the main, Shout, shout the battle cry of Freedom! Beneath it oft we've conquered, and we'll conquer oft again!

Shout, shout the battle cry of Freedom! (Chorus) Our Dixie forever! She's never at a loss! Down with the eagle and up with the cross! We'll rally 'round the bonny flag, we'll rally once again, Shout, shout the battle cry of Freedom! Our gallant boys have marched to the rolling of the drums. Shout, shout the battle cry of Freedom! And the leaders in charge cry out, "Come, boys, come!" Shout, shout the battle cry of Freedom!-Chorus They have laid down their lives on the bloody battle field. Shout, shout the battle cry of Freedom! Their motto is resistance -- "To tyrants we'll not yield!" Shout, shout the battle cry of Freedom!-Chorus While our boys have responded and to the fields have gone. Shout, shout the battle cry of Freedom! Our noble women also have aided them at home. Shout, shout the battle cry of Freedom!-Chorus

Topical Outline: Lesson 1: Social and Cultural Causes of the Civil War 8.3.8. A: Examine the role groups and individuals played in the social, political, cultural, and economic development of the United States. 8.3.8. C: Summarize how continuity and change have impacted U.S. history. o Belief systems and religions o Commerce and industry o Physical and human geography o Social organizations 8.3.8. D: Examine how conflict and cooperation among groups and organizations have impacted the growth and development of the U.S. o Ethnicity and race o Working conditions o Immigration o Military conflict o Economic stability Discovery Learning in Groups The Civil War represents a time when personal beliefs almost changed the entire geography of our nation. Lesson 2: Laws that Helped Spark the Civil War 8.3.8. A: Examine the role groups and individuals played in the social, political, cultural, and economic development of the United States. 8.3.8. C: Summarize how continuity and change have impacted U.S. history. o Belief systems and religions o Commerce and industry o Physical and human geography o Social organizations 8.3.8. D: Examine how conflict and cooperation among groups and organizations have impacted the growth and development of the U.S. o Ethnicity and race o Working conditions o Immigration o Military conflict o Economic stability Direct Instruction As United States Citizens we are bound to the laws established by our government; however, as times progress people change and the laws need to also. Lesson 3: Political Causes of the Civil War 8.3.8. A: Examine the role groups and individuals played in the social, political, cultural, and economic development of the United States. 8.3.8. C: Summarize how continuity and change have impacted U.S. history. o Belief systems and religions o Commerce and industry o Physical and human geography o Social organizations

8.3.8. D: Examine how conflict and cooperation among groups and organizations have impacted the growth and development of the U.S. o Ethnicity and race o Working conditions o Immigration o Military conflict o Economic stability Group Project The individuals elected into our government play a very important role in establishing our day to day life. o The president is one of those people. For example, he or she is the commander and chief of the military.

UNIT: Causes of the United States Civil War DATE: 10/30/12 TIME LENGTH: 40 minutes LESSON: Social and Cultural Causes of the Civil War PA ACADEMIC STANDARDS: 8.3.8. A: Examine the role groups and individuals played in the social, political, cultural, and economic development of the United States. 8.3.8. C: Summarize how continuity and change have impacted U.S. history. o Belief systems and religions o Commerce and industry o Physical and human geography o Social organizations 8.3.8. D: Examine how conflict and cooperation among groups and organizations have impacted the growth and development of the U.S. o Ethnicity and race o Working conditions o Immigration o Military conflict o Economic stability MOTIVATIONAL DEVICE: http://www.youtube.com/watch?v=SJ2KcxdJ-Vg (This video depicts a quick overview of many issues that evoked the Civil War) INSTRUCTIONAL OBJECTIVES: 1. Following a short PowerPoint presentation on the arrival of Africans in America in 1619 students will discuss the impact Africans had on the American culture. Following the class discussion students will get into small groups and with the help of other group members fill out a KWL chart individually. The chart must contain at least three items in each category. 2. Students in groups of 5 will receive different primary document accounts of John Browns rebellion at Harpers Ferry from the National Archives and as a group they will create a poster that evaluates their reactions to the documents they received. 3. Students in groups will be presented with a description of strengths and weaknesses of both the North and South prior to the Civil War. The students will also receive a list of reasons why the North opposed slavery, and why the South favored slavery. As a group the students will be expected to write down a solution to the disagreement over slavery based on the given data. MATERIALS NEEDED: A computer, a projector, a projector screen, PowerPoint presentation, 4 primary documents from the National Archives website, 4 blank posters, 4 packs of markers, 20 copies of the North and South strength and weakness sheets, 20 copies of North and South reasons for and against slavery sheets.

TECHNOLOGY NEEDED: computer, projector, PowerPoint Presentation RESOURCES USED: 1. http://www.youtube.com/watch?v=SJ2KcxdJ-Vg 2. Causes of The Civil War PPT by: Jennifer Lynn Meador, Assisted by: Mr. Campbells A.P. History class 3. http://biowww.clemson.edu/aged/dl/aged480/jennifer/cause.htm LESSON TYPE: A short presentation followed by discovery learning in groups of 5 students LESSON OUTLINE: I. Introduction (5-8 minutes) http://www.youtube.com/watch?v=SJ2KcxdJ-Vg (This video depicts a quick overview of many issues that evoked the Civil War) (3 minutes) A. How do social and cultural factors impact our lives today? 1. Can anyone tell me how their culture (beliefs, feelings, religion, and ethnicity) affects their everyday life? 2. Do other people impact your opinions on certain topics? (friends or parents) II. Content (20-25 minutes) A. PowerPoint Presentation on the arrival of Africans in America in 1619 (2-3 minutes) 1. Slavery outlawed in Europe 2. Greater need for labor 3. Africans were: Adapted better than Native Americans used previously More resistant to disease Valuable workers

B. Class Discussion (5 minutes) 1. Students break into groups and work on KWL chart C. Group primary document activity (7-9 minutes) 1. Each group will receive a different primary document depicting John Browns rebellion at Harpers Ferry from the National Archive website.

2. Students will create a poster depicting their reaction to the document they receive. D. Group Problem Solving Activity (7 1. Students in their groups will receive data worksheets presenting: i. Strengths and weaknesses of both the North and South ii. Reasons for and against slavery from both the North and South points of view 2. 1. III. A. 1. 2. B. 1. 2. 3. C. 1. 2. D. 1. 2. 3.

4.

IV.

Summary (includes closure) A. Summarize the lesson in some way. B. Closure

KEY QUESTIONS (3):

CLOSURE:

DIFFERENTIATED LEARNING ACTIVITIES:

FORMATIVE ASSESSMENT:

HOMEWORK:

REFLECTION: