Learning Goal Students will be able to describe the people, places and events that affected the outcome of the Civil War, including sectionalism, states’ rights, and the balance of power in the Senate

Focus Standards for the Unit

SS.8.A.5.1 Explain the causes, course, and consequence of the Civil War (sectionalism, slavery, states' rights, balance of power in the Senate).

SS.8.A.5.3 Explain major domestic and international economic, military, political, and socio-cultural events of Abraham Lincoln's presidency. Examples may include, but aren’t limited to, sectionalism, states' rights, slavery, Civil War, attempts at foreign alliances, Emancipation Proclamation, Gettysburg Address, suspension of habeas corpus, First and Second Inaugural Addresses.

SS.8.A.5.5 Compare Union and Confederate strengths and weaknesses. Examples may include, but aren’t limited to, technology, resources, alliances, geography, military leaders-Lincoln, Davis, Grant, Lee, Jackson, Sherman.

SS.8.A.5.6 Compare significant Civil War battles and events and their effects on civilian populations. Examples may include, but are not limited to, Fort Sumter, Bull Run, Monitor v. Merrimack, Antietam, Vicksburg, Gettysburg, Emancipation Proclamation, Sherman's March, and Lee’s surrender at Appomattox.

SS.8.A.5.7 Examine key events and peoples in Florida history as each impacts this era of American history. Examples may include, but are not limited to, slavery, influential planters, Florida's secession and Confederate membership, women, children, pioneer environment, Union occupation, Battle of Olustee and role of 54th Massachusetts regiment, Battle at Natural Bridge.

Monday, April 25, 2016- Tuesday April 26, 2016

Objective: Review for Causes of the Civil War/Civil War Exam

Bell Ringer: How did the North win the Civil War?

Gradual Release:I DO – Review CBC

We Do- Review Bell Work

You Do – Students will define the following words on index card from the BLUEPRINT and place them into categories. After the students define and categorize they will answer the essential questions from the blue print.

Categories – Word Sort

Abolitionists Failure to Compromise

Slavery Role of Fanatics

Economics States’ Rights

Northern Generals

Southern Generals

Northern Victories

Southern Victories

Politics/Government Documents

Women

Categories

Chapter 14

1. Nat Turner2. Missouri Compromise 3. Compromise of 18504. Uncle Tom’s Cabin5. Kansas-Nebraska Act6. Dred Scott v. Sanford

7. Lincoln-Douglass Debates8. Harper’s Ferry 9. Underground Railroad10. Presidential Election of 186011. Sectionalism12. tariff13. Southern Secession 14. Popular Sovereignty 15. Henry Clay16. John C. Calhoun 17. Daniel Webster 18. Stephen Douglas 19. John Brown20. Harriet Beecher Stowe21. Abraham Lincoln22. Fort Sumter 23. Civil War

Chapter 15

1. Ulysses S. Grant2. Ironclads3. George McClellan 4. Antietam 5. 54th Massachusetts 6. Infantry 7. Shiloh8. Fort Wagner9. Abraham Lincoln 10. Jefferson Davis11. William T. Sherman12. Robert E. Lee13. Appomattox Courthouse14. Gettysburg 15. Gettysburg Address 16. Bull Run17. Stonewall Jackson18. Vicksburg Richmond19. Ambrose Burnside 20. Emancipation Proclamation21. Clara Barton

22. Border States 23. March to the Sea24. Picket’s Charge25. Sectionalism 26. Battle at Natural Bridge Olustee27. John Wilkes Booth28. Lincoln Assassination

Essential Questions on Blueprint Why did each side in the Civil War believe the war would be won easily? What were the advantages of both the North and South during the Civil War?

How did leadership turn the tide of the Civil War?

What were the causes and effects of the Emancipation Proclamation?

How did war affect people and politics in the North and South?

Wednesday, April 27, 2016Objective: UNIT 8&9 Exam

Bell Work- You may review your notes and study for the test

Gradual Release-

I DO – Review CBC

We Do- Review Bell Work

You DO – Complete the test

Essential Question-

Why did the North win the Civil War?

Ticket Out – How are we going to put this country back together?

Thursday/Friday—8 th GRADE MATH FSAStudents that are not testing will be placed in other classrooms

Objective: Students will work with a partner or by themselves on their End Product for Unit 8&9

Bell Work- Review with students that they must include topics from Chapter 14 and 15…or they will not receive full credit.

Gradual Release

I DO- Review CBC

We DO – Review Bell Work

You DO- Work on End Product

AP US History Individual/Group Study ProjectsDirections: You will create an end product for Units 8&9. Then, you will decide whether you want to work with a classmate or individually. (1) You will select one of the following project choices below. (2) You will need to complete a bibliography for your assignment (AT Least 2 print sources and 2 electronic scholarly sources). (3) Each student will complete a Statement of Learning for your assignment (AT Least 1 page per student). (4) You will present your project to the class on the day you sign up for. (Presentation Dates: June 4, June 5, or June 6)

Units of Study Chapters 14&15Units 8&9

Create a song and music video Create a song and music video. Lyrics must be original, but the tune may follow a song already in existence. You will write out your lyrics along with pictures and graphics that help bring the lyrics to life. You will put all of this information within a disc jacket for your CD/DVD. You will also create a

Create a Soundtrack AlbumCreate a 10 song soundtrack album for a unit of study in American history. Your song selections may be symbolic pieces or period pieces that encapsulate the mood or events of the times. You will then create a disc jacket for your soundtrack that includes a page for each song. Each song page should include

Create an Historical SkitCreate an historical skit on a particular event during your assigned time period. You will need to type out your dialogue. Your dialogue should be realistic, historically accurate and should attempt to utilize primary sources whenever possible. Be sure to keep your dialogue school appropriate.

music video to bring your song to life for the class.

the artist, song titles, and lyrics of the songs as well as a thorough explanation for why the song represents the time period.

You may choose to dress up in time period attire.

Project Option: Create a Song and Music Video

Objective: Create a 4-5 minute song and music video that represents a specific topic (person, event, group etc) for your assigned era in US History. Be sure that your lyrics do not include any inappropriate language or themes.

Requirements:

1) Creativity and Originality (20 points)-Create lyrics and music focusing upon your specific topic or specific era. Lyrics must be original; the tune may be original or may follow the pattern of a song already in existence.

2) Historical Accuracy (30 points)-Song lyrics are historically accurate and relevant to the time period. The song lyrics have a message and demonstrate an understanding of the historical time period.-You must provide a bibliography of sources that you use to find the information for your time period. The minimum requirements are:-2 book or periodical sources (NOT Including Textbooks/Review Books)-2 internet sources (Scholarly resources)

3) Disc Jacket to your CD/DVD (10 points)-Print out the lyrics to the song with pictures to help illustrate the subject. Put all written information in a CD Jacket.

4) Quality of the Music Video (20 points)-Make a music video of the song created. Remember that it must be school appropriate. You will present this video to the class on presentation day.

5) Statement of Learning (20 points) (1 per student) - A One page explanation must accompany your project. The following should be included:

-Why was this topic of interest to you?-Specifically, what did you learn? What information was new to you?-What surprised you the most about this topic?-Why is this particular era/unit of US History important?

Project Option: Create a Soundtrack for Your Unit

Objective: You are to choose ten songs that represent your assigned unit of study. Your song choices can either be symbolic or period pieces that encapsulate the mood or events of the times. YOU MAY NOT USE SONGS CONTAINING INAPPROPRIATE LANGUAGE. You will then create a CD disc jacket which will include 1 page for each song. You will include song titles, artists, lyrics, and a justification for why the song deserves to be on a soundtrack for your assigned unit.

Requirements:

1) Creativity and Originality (20 points)-Amasses an interesting collection of songs which demonstrate an understanding of the time period and the issues within the unit of study.

2) Historical Accuracy (30 points)-Song titles, artists, and lyrics are all accurate.-Justification for inclusion of song in the soundtrack is historically relevant.-You must provide a bibliography of sources that you use to find the information for your time period. The minimum requirements are:-2 book or periodical sources (NOT Including Textbooks/Review Books)-2 internet sources (Scholarly resources)

3) Disc Jacket to your CD/DVD (10 points)-Disc jacket includes one page for each song with song titles, artists, lyrics, and justification. Cover art is interesting and related to the time period.

4) Quality of the Presentation (20 points)-Select 3 songs to showcase to the class and be prepared to explain why each song is relevant to the study of your assigned time period.

5) Statement of Learning (20 points) (1 per student)- A One page explanation must accompany your project. The following should be included:

-Why was this topic of interest to you?-Specifically, what did you learn? What information was new to you?-What surprised you the most about this topic?

-Why is this particular era/unit of US History important?

Project Option: Historical Skit

Objective: You are to create a 10 minute historical skit which illustrates either a major event during your assigned time period or an overview of the time period. Be sure that your dialogue is school appropriate. You may choose to dress up in time period attire and include music in your historical skit.

Requirements:

1) Creativity and Originality (20 points)-Historical skit is both educational and entertaining.

2) Historical Accuracy (30 points)-Dialogue is historically accurate and includes primary source excerpts throughout.-Chronology of events is accurate.-Events, People, and Groups are accurately portrayed and dialogue demonstrates a clear understanding of the historical issues of the assigned time period.-You must provide a bibliography of sources that you use to find the information for your time period. The minimum requirements are:-2 book or periodical sources (NOT Including Textbooks/Review Books)-2 internet sources (Scholarly resources)

3) Dialogue (10 points)-Dialogue is clear and direct.-Dialogue needs to include primary source excerpts wherever possible.

4) Quality of the Presentation (20 points)-Clear preparation apparent throughout the historical skit presentation.-Students interact with each fluidly and involve other students in the class.

5) Statement of Learning (20 points) (1 per student)

- A One page explanation must accompany your project. The following should be included:-Why was this topic of interest to you?-Specifically, what did you learn? What information was new to you?-What surprised you the most about this topic?-Why is this particular era/unit of US History important?