Name: _____________________________________________Block: _____

THE SOUTH
UNIT 5 PACKET #2
Ms. Walsh & Mr. Gomes
Early United States History
Spring 2015
Welcome to Part II of Unit 5, North, South, and West! This unit will be split up into 3 parts,
each focusing on one of the three major regions of the United States in the early to mid-1800s in
the form of a packet. These packets will develop your ability to:
Read secondary sources for main idea, important details, and key vocabulary
Process information from the readings in the form of creative visual and/or written
assignments
Compare and contrast primary sources
Write an evidence-based paragraph that analyzes examples of progress and sacrifice in the
South during this time period.
By the end of this unit, you will be able to write a five-paragraph evidence-based essay that answers
our essential unit questions, How did changes in America in the early and mid-1800s
represent both PROGRESS and SACRIFICE? Was the progress WORTH the sacrifice?

Assignment

Page #

Pts Possible

KICKOFF: Slavery A-Z chart

Journal: Majority Rules

5-6

10

Group Reading Participation Assessment

Gallery Walk Organizer

Abolition Video Notes

Group Processing Assignment

10-11

30

Evidence-Based Paragraph

12-14

20

Group Reading NOTES

Pts Earned

TOTAL Points: _____________/85

LATE _____days = --____%
SOUTH Packet Grade: _____________

The Fine Print

Policies and Deadlines for This Packet
Due Dates and *IFs:
This whole packet is DUE COMPLETED at the beginning of class on Tuesday March 31st.
Incomplete packets will not be accepted.
IF your packet is not done at that time, you will finish it during class and turn it in for late
credit instead of watching the video in class.
IF you lose your packet you WILL need to make up the lost work.
IF you were absent, it is up to YOU to come after school to get caught up. I can lend you a
book.

I will call home if it is 3 days late.

Unit 6 Kickoff Activity: A-Z chart

Directions: With your group, fill in AT LEAST ONE word or phrase that relates to the term SLAVERY. You will
receive points for thinking of one that no one else in the room came up with. The team with the most points at the
end of class will receive a bonus point on their homework tonight!

Topic: SLAVERY
A

W/X

Y/Z

Journal: Majority rules

DIRECTIONS: Respond to the following questions in complete sentences.
What do we mean when we say Majority Rules? (If youre not sure, what do you THINK people
mean when they say that?)

Give an example from your life when you saw or used the policy of Majority Rules. Include:
o What was being decided?
o Which side ended up in the majority?
o Was Majority Rules an effective way to decide the issue? Why or why not?

Continue onto a separate piece of paper if you need more room.

In this packet you will learn more about Slavery in the south a policy that the MAJORITY
decided was a good idea Majority rule.
o Do you agree with Majority rules deciding the issue of slavery? Why or why not?

Continue onto a separate piece of paper if you need more room.

GROUP READING PURPOSE & PROCESS

Your GOAL is to determine the MOST IMPORTANT information from each section and analyze each for
connections to the NORTH packet AND our Unit 5 Essential Question: Does progress ALWAYS require
sacrifice? And Is it worth it?
For this packet, instead of vocabulary we will be looking for connections. Your connections must be to information
from the NORTH packet AND to our Essential Question. Here are some examples to get your started:

Connections to the NORTH packet EXAMPLES:

o This is where the Lowell Mills got their cotton
o This reminds me of the transportation inventions in the North
o This is like what Horace Mann did for Education
Connections to our Essential Question EXAMPLES:
o In order to get more cotton, we sacrificed people to slavery.
o Slaves sacrificed their freedom to stay alive.
o Harriet Tubman fought for progress in America by sacrificing her own safety

ASSIGNED READING SETS

DIRECTIONS: With your partner, read the following section and complete the reading notes organizer for it.
Reading Ch11Sec2: The Cotton Boom, Slavery Expands, Slavery divides the south
Section HEADING: The Cotton Boom
Write one OPEN-ended question based on the above heading:

MAIN IDEA (i.e., answer to above question): Explain the main idea of the section in 1-2 complete sentences below

Details

**CONNECTIONS**

North Packet:

Progress & Sacrifice:

Section HEADING:
Slavery Expands
Write one OPEN-ended question based on the above heading:

MAIN IDEA (i.e., answer to above question): Explain the main idea of the section in 1-2 complete sentences below

Details

**CONNECTIONS**

NORTH packet:

Progress & Sacrifice:

Section HEADING: Slavery Divides the South

Write one OPEN-ended question based on the above heading:

MAIN IDEA (i.e., answer to above question): Explain the main idea of the section in 1-2 complete sentences below

Details

**CONNECTIONS**

NORTH packet:

Progress & Sacrifice:

SOUTH Packet Group Reading Self/Peer Assessment

MY ROLE: _________________________
1
I did NOT
participate
with the group
in an
appropriate
way.

2
I participated
somewhat with the
group. I may have
been late, off-task,
distracting during
our meeting, rude to
teammates, or
unprepared.

3
I did an OK job
participating with the
group. I may have been
occasionally distracted or
off-task, was mostly
prepared, and attempted
to discuss ideas politely
but may not have
succeeded.

4
I did a good job
participating with
the group. I did my
job well, listened to
others, and
discussed my ideas
politely at the right
times.

5
I did a GREAT job
participating with the
group. I stayed ontask, focused, listened
to others, and did my
best to share my ideas
and work politely with
the team.

Self-Assessment:
Score: _____/5
Justify/explain the score youve given yourself. Why do you deserve it?

Grading My Peers
DIRECTIONS: Grade each of your group members using the same rubric above. Scores for your peers will be
averaged among different members of the group and your feedback will directly affect their group work grade..
Be honest and constructive in your grading and comments!
Score from
Group Member
What they did WELL
What they need to work on
the Rubric

_____/5

_____/5

Gallery Walk: North and South

DIRECTIONS: Carefully observe each image, decide whether it represents progress or sacrifice, and EXPLAIN your
answer in 1-2 COMPLETE SENTENCES.
STATION

What does this image

represent?
Circle ONE

Progress

Sacrifice

Progress

Sacrifice

Progress

Sacrifice

Progress

Sacrifice

Progress

Sacrifice

Progress

Sacrifice

Progress

Sacrifice

Progress

Sacrifice

Progress

Sacrifice

10

Progress

Sacrifice

EXPLAIN your answer in 1-2 sentences using specific details

from the image.

Abolitionists
Video notes: The Abolitionists
DIRECTIONS: Take notes on the goals and challenges facing abolitionists as youre watching the video using the
web that is started for you below. (Video: https://www.youtube.com/watch?v=YMd5G4RpFLk )

Abolition
Movement

GOALS

Abolition Movement

CHALLENGES

ANALYZE:
Were their sacrifices worth the progress? Explain why or why not in 2-3 sentences.

GROUP PROCESSING ASSIGNMENT

Now that you have the information from all three reading sets, its time to work with your group to showcase your
understanding. Instead of each person creating their own processing assignment, this time your group will create
ONE processing assignment together that SHOWS how the information from this reading set connects to our
essential Question.
HOW?
With your group, you will use your knowledge of topics from this packet, artistic skill, and collaboration to
show visually how the changes in the SOUTH can be seen as BOTH progress and sacrifice. You will create
ONE PRODUCT per group (NOT one per person.)
Requirements:
Your completed processing must include ALL of the following elements:
o Two distinct sides (two pieces of paper taped together to create one large piece)
o A title for each side (One side should include the work PROGRESS, the other should include the
word SACRIFICE)
o Drawings and/or color for each side
o At least 4 specific details from your notes for each side (8 total)
o A summary paragraph explaining each side (two total)
How you will be graded:
You will receive a group grade for this processing assignment, although I may adjust your individual grades
based on the actual work you did with your group. (I.e. one person in the group might receive a lower grade
because they did less work that everyone else.)
Because you will be working on this for three days, if you are absent for more than one day during this
assignment, you will have to complete a slightly different assignment on your own instead of working with
the group. Its not fair to the people who are present to give you the same grade when they did the majority
of the work.

DUE at the END of CLASS on Friday, March 27th

Example:

10

GROUP PROCESSING -- GROUP CONTRIBUTION EVALUATION

DIRECTIONS: Evaluate yourself and your group members on how equally each person contributed. I will factor
your evaluation of others into their Group Processing Grade, so be honest!
1

Group member did not

work hard, did not
contribute to the group.

Group member
rarely worked hard,
barely contributed.

Group member only

sometimes worked hard,
contributed minimally.

Group member often

worked hard and
contributed adequately

Group member
worked hard and
contributed equally.

Group Member NAME

(Include yourself in one space)

GRADE they should receive

according to the scale above

EXPLAIN

GROUP PROCESSING -- ASSIGNMENT RUBRIC

Criteria

Pts awarded/
Pts possible

Expectations
Reflects understanding of information from all reading sets, not just
one set or heading.
Includes AT LEAST 4 details for each side
Drawings/illustrations SHOW clear understanding of South packet
concepts
ALL Information is accurate
All requirements met (title, details, drawing/illustration & color,
summary paragraphs)

_____/10

Connection
to the EQ

Summary paragraphs explain a clear connection to the essential

question.

_____/10

Detail &
Color

Assignment reflects attention to detail, thoroughness, and care.

Color included thoughtfully and specifically

_____/5

Contributing
to the Group

Participated with Group on all days

Contributed ideas and work equally with other group members

_____/5

Content

TOTAL PTS:

_____/30

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Evidence-Based Paragraph
DIRECTIONS: In one persuasive paragraph, answer the topic question providing three specific reasons from the
events, concepts, and/or people we have discussed so far in Unit 6.

TOPIC QUESTION: How did changes in the SOUTH represent BOTH progress and sacrifice?
THESIS Answer the Topic Question in one complete sentence (include your 3 reasons!)
Changes in the South that represented progress were.
while changes in the South that represented sacrifice were

EVIDENCE & ANALYSIS #1
IDENTIFY one historical event/concept/invention we have studied from the South (Who, what, where,
when)



EXPLAIN how/why does the event/concept/invention from above represents either PROGRESS or
SACRIFICE



EVIDENCE & ANALYSIS #2
IDENTIFY one historical event/concept/invention we have studied from the South (Who, what, where,
when)



EXPLAIN how/why does the event/concept/invention from above represents either PROGRESS or
SACRIFICE

12

EVIDENCE & ANALYSIS #3

IDENTIFY one historical event/concept/invention we have studied from the South (Who, what, where,
when)



EXPLAIN how/why does the event/concept/invention from above represents either PROGRESS or
SACRIFICE

CONCLUSION Conclude your persuasive paragraph by re-stating your thesis & summing up your evidence.

Almost done! But first:

EVALUATE YOURSELF!
Before you turn in this packet, EVALUATE your Evidence-Based paragraph by completing
the How I think I did column on the next page.

13

Evidence-Based Paragraph RUBRIC

2

Fails to
Addressed the
address the
question but has
question;
weak structure and
confusing
focus. May not be a
and
complete sentence.
unfocused

Thesis stated
addresses the
question in a
well written
fashion.

Strong thesisresponds
directly to the
question in
one clear
sentence.

Strength of Evidence

Explanation
s are
missing
and/or do
not make
any
connection
between
evidence
and thesis.

Does not
Includes an
include unorganized/irrelev Includes a good
concluding
ant concluding
conclusion
statement
paragraph

Organization &
Mechanics

Evidence
lacks
identificati
on, or
strength
(the best
evidence to
support
thesis).

Disorganize
Weaker
d; littered organization; some
with errors
errors in writing
in standard detract from the
English
essay's meaning

How I think I did:

TEACHER
comments:

MOST evidence
is identified
and strong (the ALL evidence
best evidence to is identified
support
and strong
thesis).May be
(the best
weak in one of evidence to
the areas but
support
does not detract
thesis).
from overall
argument.

Explanation of Evidence

Only SOME
evidence is
identified and
strong (the best
evidence to support
thesis).Evidence
may be lacking in 1
or more of the
areas, contributing
to an overall weak
argument.
Explanations
indicate a
relationship
although leave the
reader having to
make some
connections on their
own. Somewhat
detracts from the
clarity of the
argument.

Conclusion

Thesis

ALL evidence
Explanations
is clearly
overall are clear, explained,
although may
creating a
lack complete CLEAR link
clarity, but it
between the
does not affect
evidence
readability of chosen and its
argument.
relation to the
thesis overall.

Includes a
strong
conclusion

Well
structured,
Clearly written
well written;
and coherent;
proper
some minor
spelling,
error in writing
grammar, and
mechanics

Student ESTIMATE ______/ 20

Teacher TOTAL

/ 20
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