Digital Unit Plan Template 11

Digital Unit Plan Template
Unit Title: Becoming Divided Name: Amanda Ridley

Content Area: Social Science (U.S. History) Grade Level: Eighth
CA Content Standard(s)/Common Core Standard(s):
8.6.1. Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape
and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction).
8.6.4. Study the lives of black Americans who gained freedom in the North and founded schools and churches to advance their rights and
communities.
8.7.1. Describe the development of the agrarian economy in the South, identify the locations of the cotton-producing states, and discuss the
significance of cotton and the cotton gin.
8.7.2. Trace the origins and development of slavery; its effects on black Americans and on the region’s political, social, religious, economic,
and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and
historical documents on Nat Turner, Denmark Vesey).
8.7.3 Examine the characteristics of white Southern society and how the physical environment influenced events and conditions
prior to the Civil War.
8.7.4. Compare the lives of and opportunities for free blacks in the North with those of free blacks in the South.
8.10.1. Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen
such as Daniel Webster and John C. Calhoun.
8.10.2. Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences
between agrarians and industrialists.
8.10.3. Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine.
Big Ideas/Unit Goals:

 What did America Pre-Civil War look like?
 How did various areas of the US differ from one another socially and economically and how did the geography of these areas play a
role in these differences?
 How did these differences lead to the Civil War?
 How were decisions made leading up to the war? Could they have been made differently to avoid war or limit the catastrophic effects
of the war?
Unit Summary:
In this unit, students will explore the events leading up to the American Civil War. Students will examine the differences between the North
and the South both socially and geographically. Through teacher lecture via Prezi with guided notes, a webercise that requires students to
explore various websites, and timeline graphic organizer, students will determine how influential each leading factor to the Civil War
was. Students will discuss slavery and the differing views about it and how divisive this topic was (and how it's lasting effects can still be).
Students will learn about key players and influential individuals during this time period and their role in the road to war. Students will
hypothesize how different events could have changed the road to war. At the end of the unit, students should be able to explain how the
United States found itself in a Civil War, what life was like for various individuals before the Civil War, and why people from different parts of
the United States had such distinctively differing views of contemporary ideas and events.
Assessment Plan:
Entry-Level: Formative: Summative:
Brainstorm- what leads to conflict and how Flashcards- what divided the US and Exam- what happened leading up to the Civil
do they escalate? How can an entire country vocabulary War, what could have been done differently,
disagree with itself? Quiz- what divided the US? and why did these actions have such a lasting
Timeline- events leading up to the Civil War impact? This exam has multiple choice,
Map- mapping and comparing the North and multiple answer, and short answer questions
South as well as 2 essay questions to give students
the opportunity to show their understanding.
Lesson 1 (Teacher Lecture)

Student Learning Objective: Acceptable Evidence Lesson Activities:
After the Prezi, students will be able (Assessments): Students should The teacher will lecture with the aid of the “Becoming Divided”
to list the differing views within be able to fill out the guided notes Prezi. Students will follow along with the provided guided
America before the Civil War. accurately. They should be able notes. Students should fill out the guided notes as the
Students will also be able to identify to organize and differentiate information is presented in class. All efforts will be made to
varying views held by key players of between the thoughts of key make sure students are given adequate time to fill in their
the Antebellum Period. players of the time. In addition, guided notes, but the Prezi will be posted to the Google
students should correctly label Classroom page after class should any students need or want to
the map of the United States with go back and review the information.
northern states, southern states,
and states that were considered
“boarder states.”
Lesson 2 (Webercise/ iPad Lesson)

Student Learning Objective: Acceptable Evidence: Lesson Activities:
Students will be able to explain and Students should be able to Students will work individually. They will be given the
compare what life was like for free successfully fill out a Venn opportunity to explore the provided websites on the Webercise
black individuals in both the North Diagram with three points on worksheet. After spending some time on each of the websites,
and the South before the Civil War. both “Northern” and “Southern” students will begin to fill out the worksheet by answering the
They will identify how freed slaves states portions with at least three questions, including what made each of the websites a reliable
helped in their communities. additional points in the center source.
Students will analyze the spread of “both” portion. Each “box” has
slavery as well as the efforts to stop adequate information retrieved
it. They will examine the effects of from the provided websites and
Nullification and illustrate how all questions are answered.
succession took place. Throughout
the lesson, students will evaluate
their sources.
Lesson 3 (Graphic Organizer)

Student Learning Objective: Acceptable Evidence: Lesson Activities:
Students will be able to create a Students should be able to Students will work in groups of three to create a timeline. Part
timeline that will arrange events that effectively justify their ten events of working in a group will require students to discuss and come
led to the Civil War. Students will being included in their timeline to an agreement of the ten events they believe are the most
pick the ten they feel most directly (this will cover the “why” part of critical to the start of the Civil War. Students will be given class
led to the Civil War. Additionally, their description). Students time to watch the YouTube video required before they start to
they pick two of their events and should be able to report on the create their timelines using TimeToast.com per the instructions.
argue how there could have been a event (the when, who, where, and
different outcome (like avoiding war what). Students should include
or the war starting sooner) if the visual aids to help visualize
event had not happened. events. Additionally, for the two
alternative events, students
should be able to defend their
arguments.
Unit Resources:
LOC Daniel Webster
Dartmouth Webster Speeches
LOC Calhoun
History Chanel-American Civil War
Smithsonian-Civil War 150
Nat Turner
Useful Websites:
The South Secedes
1860 Census
NPS Civil War Facts
Causes of the Civil War (PBS)
Causes of the Civil War (Common Lit)
Election of 1860 (YouTube)
Election of 1860 (Common Lit)

Digital Unit Plan Template 11

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Digital Unit Plan Template 11

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Digital Unit Plan Template

Unit Title: Becoming Divided Name: Amanda Ridley

Big Ideas/Unit Goals:

Lesson 1 (Teacher Lecture)

Lesson 2 (Webercise/ iPad Lesson)

Lesson 3 (Graphic Organizer)

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