Brianna Hofman

Impact on Student Learning

Unit Cover Page

Unit Title: __Events Leading up to the Civil War_Grade Level___7th____

Subject/Topic Areas: _Division between the North and the South that caused the
Civil War_

Key Words: _Division, Civil War, Secession, Confederacy, Slavery,

Designed By: __Brianna Hofman_____Length of Unit: ___10 days_

School District: _Oxford School District__School: __Oxford Middle School__

Brief Summary of Unit:

This is a 10 day unit plan that lets students explore the multiple key events in the United States
that led to the start of the Civil War. Such key events include the Compromise of 1850, the Dred
Scott Decision, the Lincoln-Douglas Debates, Kansas-Nebraska Act, Bleeding Kansas, and the
secession of the southern states. Students will explore these events and figure out why these
events caused division within the United States between the North and the South. Students will
also see the different compromises and strategies used to either preserve or abolish slavery in the
United States. The Unit will explore the first shots of the Civil War and determine whether the
war was necessary or not. The Unit will establish was caused the Civil War.

List and attach Print Materials/Resources

List and attach Internet Resources/Links

All Notes (on Powerpoint and Guided Notes) are from

Davidson, J. W. (2014). Prentice Hall America: History of our nation: Beginnings through 1877. Upper
Saddle River, NJ: Pearson Education.

Pictures on Powerpoint are from these links:

http://www.mrlincolnandfreedom.org/slavery-map/1848-2/
https://www.britannica.com/topic/abolitionism-European-and-American-social-movement
https://www.gilderlehrman.org/history-by-era/slavery-and-anti-slavery/essays/slavery-and-anti-
slavery
http://www.pbs.org/video/2319483495/
https://www.britannica.com/event/Compromise-of-1850
http://www.history.com/topics/henry-clay
http://www.history.com/topics/john-c-calhoun
http://www.biography.com/people/daniel-webster-9526186
http://www.biography.com/people/stephen-a-douglas-9278185
https://www.nps.gov/fosc/learn/education/classrooms/bklesson.htm
http://www.pbs.org/weta/thewest/people/a_c/brown.htm
http://www.bostonmagazine.com/news/blog/2015/05/21/throwback-thursday-massachusetts-
senator-caned/
https://www.gop.com/history/
http://www.pbs.org/wgbh/aia/part4/4p2932.html
http://www.pbs.org/wgbh/aia/part4/4p1539.html
http://abelincoln.tours/historicaltour/
http://www.robinsonlibrary.com/america/unitedstates/1861/1861/lincoln/debates.htm
http://umich.edu/~newsbias/wordchoice.html

Pretest questions:
http://www.phschool.com/webcodes10/index.cfm?wcprefix=lqa&wcsuffix=5146&area=view

Wilmot Proviso:
Center for Legislative Archives. National Archives and Records Administration. [Document and
Worksheet]. Accessed at: www.archives.gov/legislative on 9 March 2017.

Bleeding Kansas Political Cartoons:

http://mtviewmirror.com/bleeding-kansas/
http://spacestationnathan.blogspot.com/2013/04/bleeding-kansas-part-3.html
http://hazardoustales.blogspot.com/2013/04/bleeding-kansas-part-4.html
http://spacestationnathan.blogspot.com/2013/04/bleeding-kansas-part-2.html

Abraham Lincolns Speech on Dred Scott:

Abraham Lincoln. Speech on the Dred Scott Decision June 26 1857. Accessed at:
http://www.virginia.edu/woodson/courses/aas-hius366a/lincoln.html on 9 March 2017.

States Secession Acts:

http://www.civilwar.org/education/history/primarysources/secessionacts.html?
referrer=https://www.google.com/

Debate Scripts modified and information from:

Bill Hendrick. Lincoln-Douglas Debates Digital Classroom Middle School Lesson Plan.
Lincoln-Douglas Debates 1858. Accessed at:
http://housedivided.dickinson.edu/debates/lesson_plans.html on 9 March 2017.

A Declaration of the Immediate Causes which Induce and Justify the Secession of the State of
Mississippi from the Federal Union. Civil War Trust. Accessed at
http://www.civilwar.org/education/history/primarysources/declarationofcauses.html#Mississippi
on 9 March 2017.
Giant U.S. Map:
Mississippi Geographic Alliance

America The Story of Us: Division. A & E TELEVISION NETWORK. HISTORY CHANNEL. [2 May
2010]. Accessed at iTunes.

Video Questions:
Chad Franks. America The Story of Us: Division video questions. Accessed at Schoology.com on 9 March
2017.
 Contextual Information
1. Knowledge of characteristics of students
Age-Range, Gender, Total number of students
o 12-13. Half boys, half girls. Average 20 students per each class.

Achievement Levels (Remedial, Average, Advanced/ Accelerated, or specify range

in percentiles or grade-equivalent)
o Average/advanced students. No students with IEPs. Some students need an
extra push to stay focused in class. Higher achieving students compared
to the other two social studies classrooms.

Socio-Economic Description
o All students can get free breakfast if they choose. Approximately 43%
students receive free or reduced lunch, while others come from wealthier
families. Income per capita is $22,223.
https://www.niche.com/k12/oxford-middle-school-oxford-ms/

Typical Demeanor of Students

o Very energetic and talkative. If they get yelled at or threatened with a
disciplinary write up they will be quiet and do their work. They need to be
pushed in order for them to do their assignments. Students will play on
their computers when done with assignments. Some really care about their
grades, while others do not care at all; they think it is funny to do poorly.
Students gravitate towards their friends and sit by people they have things
in common with. Some students are very interested in the material and ask
questions.

Typical Interest and Involvement of Students

Many students are involved in extracurricular activities such as student council,
sports, cheerleading, religious groups/organizations, choir, and band. On the
weekends, many students like to hang out with their friends, play their sports,
sleep, play their video games, and watching TV.

2. Knowledge of students varied approaches to learning (Include information from

learning styles inventory)
Majority of students identified with being a visual learner. The next highest type
of learner students identified with were kinesthetic or both visual and kinesthetic.
There was the smallest percentage of students who were auditory learners.
Majority of students said they prefer to learn material doing group work or
creating projects. There were about 44% of students who said they like using
videos and guided notes to learn material. Students also use techniques such as
reading from the textbook, using maps to answer questions, reading documents to
answer a set of questions, and using notes to answer questions.
3. Knowledge of students skills and prior learning
Almost 50% of the students claimed to have had three or more social studies
classes prior to this school year. About 24% of the students claimed to have never had a
social studies class prior to this year. The rest of the students may have had one or two
social studies classes prior to this year.

4. Knowledge of community and school district (Include a description of the

community and school district)
In the town of Oxford, Mississippi. This is also the home of the University of
Mississippi. About 9,000 residents living in Oxford. The downtown called the Square is
the center of the city life. It has multiple restaurants and shops that many enjoy on a daily
basis. Many students walk to the Square on Fridays after school. The school district
includes three elementary schools (each school containing 2 grades), one intermediate
school (5-6), one middle school (7-8), and one high school (9-12). The district offers
many extracurricular activities for students to participate and offer a rigorous curriculum
plan.
http://www.oxfordsd.org/Page/7662
http://www.bestplaces.net/economy/city/mississippi/oxford
Introduction:
Students will take the information they learned from chapters 11, 12, and 13 about
the Norths industrialization, the Souths production of cotton, and the westward
expansion and apply it to Chapter 14. Students will then be able to see how the difference
of lifestyles between the north and south caused separation throughout the nation. The
purpose of this Unit plan is to get students to understand the cause and reasoning for the
start of the Civil War. Students will understand how peoples desire to preserve and/or
abolish slavery led to complete division within the United States. Students will also be
able to decide whether the Civil War was necessary or not. By using a variety of methods,
students will be able to explore the various methods for compromise in the United States
and how they affected the country. Students will show, through a project and other
activities, how various key events and key people or groups affected the United States
and the Civil War.

Summary:
This is a 10 day unit plan that lets students explore the multiple key events in the
United States that led to the start of the Civil War. Such key events include the
Compromise of 1850, the Dred Scott Decision, the Lincoln-Douglas Debates, Kansas-
Nebraska Act, Bleeding Kansas, and the secession of the southern states. Students will
explore these events and figure out why these events caused division within the United
States between the North and the South. Students will also see the different compromises
and strategies used to either preserve or abolish slavery in the United States. The Unit
will explore the first shots of the Civil War and determine whether the war was necessary
or not. The Unit will establish was caused the Civil War.
Goals:

Standards:
2.d. Tracetheoriginsanddevelopmentofslavery;itseffectsonAfrican
Americansandonthenationspolitical,social,religious,economic,andcultural
development;andidentifythestrategiesthatweretriedtobothoverturnand
preserveit.(DOK2)
2.c. Describe the purpose, challenges, and economic incentives of westward
expansion. (DOK 2)
2.e Analyzethecauses,keyevents,andconsequencesoftheCivilWar.(DOK3)
4.a. Analyzehowconflict,cooperation,andinterdependence(e.g.,socialjustice,
diversity,mutualrespect,andcivicengagement)amonggroups,societies,and
nationsinfluencedthewritingofearlyhistoricaldocuments.(DOK3)
4.d. Researchandanalyzepoliticalandsocialimpactsofcivilrightsmovements
throughoutthehistoryoftheUnitedStatespreReconstructionera(e.g.,slave
revolts,abolitionistmovement,protestsoverBritishtaxationinthecolonies,
individualandgroupresistance,organizingefforts,andcollectiveaction/unity).
(DOK3)
4.b.StudythelivesofformerlyenslavedAfricanAmericanswhogainedfreedom
intheNorth(DOK2)

CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
CCSS.ELA-LITERACY.RH.6-8.6
Identify aspects of a text that reveal an author's point of view or purpose (e.g.,
loaded language, inclusion or avoidance of particular facts).
CCSS.ELA-LITERACY.W.7.1
Write arguments to support claims with clear reasons and relevant evidence

Objectives:
Students can recall information from the previous chapters. (DOK 1)
Students will define the key terms and key people from chapter 14. (DOK 1
Students will start to identify patterns and strategies that were used to rid or
preserve slavery in America. (DOK 2)
Students will examine and comprehend the document the Wilmot Proviso. (DOK
2).
Students will examine and interpret Uncle Toms Cabin and how it was used as an
antislavery tool. (DOK 2)
Students will assess and analyze the cause and effect of the Compromise of 1850.
(DOK 3).
Students will investigate why the Kansas-Nebraska Act failed as a compromise
and created more division between the North and South. (DOK 3)
Students will recall their Key Terms and Key People for Chapter 14. (DOK 1)
Students will analyze the importance of the Dred Scott decision and what it meant
for slavery in the United States. (DOK 3)
Students will interpret the importance of the Lincoln-Douglas debates had over
the issue of slavery in the Nation. (DOK 3)
Students will discover and summarize the last key events that led to the start of
the Civil War such as the election of 1860 and the Secession of the southern
states. (DOK 2)
Students will compare and contrast different states Ordinances of Secession.
(DOK 3)
Students will integrate their knowledge about the key events leading up to the
Civil War with the Giant Map of the U.S. (DOK 3)
Students will create and interpret what the reaction of either the North or South
would be after an event that fought to overturn or preserve slavery. (DOK 4)
Students will analyze and prove what caused the start of the Civil War. (DOK 4)
Critical Thinking:

Academic Prompts:
What was the main cause for the start of the Civil War?
What were the different strategies used to protect and preserve slavery in the United
States? Why were they implemented?
What was the importance of the different strategies used to compromise between the
North and the South?
Could the United States keep compromising between the North and South or was the
Civil War necessary?
Why did division keep growing in the United States before the Civil War?

Activities:
Students will interpret the importance of the Lincoln-Douglas debates had over the issue
of slavery in the Nation. (DOK 3)
Students read through scripts that used quotes from the actual Lincoln-
Douglas debate scripts. Then, as a class, students held a discussion over what
each person, Lincoln and Douglas, said in the debate. Students discussed why
each person said what they said and what it meant to the institution of
slavery. Students talked about how Lincolns opinions and statements might
affect the future, especially with the Souths perception of him.

Students will integrate their knowledge about the key events leading up to the Civil War
with the Giant Map of the U.S. (DOK 3)
Students had to apply their knowledge of what they have learned from
Chapter 14 onto a giant map of the United States. They were able to see a
new perspective of how the United States looked once the southern states
seceded and the start of the Civil War. Students also got to see how the
different key events, such as how the fugitive slave act, worked and
happened. Students had to answer questions and integrate what they knew
with the use of the map.

Students will create and interpret what the reaction of either the North or South would be
after an event that fought to overturn or preserve slavery. (DOK 4)
Students had to create a newspaper covering a key event from Chapter 14
based on the perspective of the north or south. Students had to think about
how either the south or north would react to hearing about their specific
event. Students had to give the correct information about the event and then
explain the event as if he or she were a journalist during the time period from
a state in either the north or the south.

Students will analyze and prove what caused the start of the Civil War. (DOK 4)
Students will have to give an opinion as to what caused the start of the Civil
War and give three pieces of evidence to support their opinion. In addition to
their three pieces of evidence, they need to explain and shows how each
piece of evidence supports their claim. Students must be able to tie together
their opinion and their pieces of evidence. Students claim to what started the
Civil War must be a reason, not just an event we talked about.
Assessment Plan:

Performance Task(s):

Newspaper Front Cover Project (Rubric)

Students are creating a project covering a controversial event, from the perspective
of the north or south that we have covered in class. The project will show how
different sections of the country viewed an event differently and how it tore the
country apart. Students will be graded using a rubric based on knowledge of the
event, format, and creativity.
Essay Question (Rubric)
The essay question is a component of the Chapter 14 test. Students will be
answering the question, What was the main cause of the Civil War? Students must
give three pieces of evidence to support their opinion and explain how those pieces
of evidence support their claim. Students will be graded using a rubric based on their
claim, pieces of evidence, and their ability to tie it all together.
Comparing and Contrasting States Secession Acts (Rubric)
Students will compare different southern states secession acts and identify their
reasoning each state gave as to why they were seceding. Students will be assessed
based on a rubric on how well they interpret each secession act and then comparing
them.

Test/Quiz Item(s) and Other Traditional Assessments:.

Key Terms and Key People Quiz (Answer Key)

The chapter heavily relies on people and key terms. This quiz will show how well
students were able identify why the people are so significant and how well students
were able to define the key terms.
Chapter 14 Quest (Answer Key)
This test consists of various types of questions such as a chronological question, five
multiple-choice questions, and a written question. The test assesses students on
what information they obtained from Chapter 14.
Uncle Toms Reading and Questions (Answer Key)
Students were to read the excerpt in their textbook of Uncle Toms Cabin and the
section about the book in their textbook. Then, students were to answer questions
about those sections with a partner. Students were engaged in an important
document from the time that created division between the north and south.
Bleeding Kansas Political Cartoons and Questions (Answer Key)
Students read through four political cartoons that covered information about the
Kansas-Nebraska Act and Bleeding Kansas. Then, students answered a series of
questions using the comic strips. Students were able to see a different perspective on
how movements were created during the time period to stop or preserve slavery.
Wilmot Proviso Worksheet (Answer Key)
Students were able to look at the Wilmot Proviso document. Then, using a worksheet,
students had to interpret what the historical document was saying and what it meant
for the nation.
America The Story of Us: Division video questions (Answer Key)
Students were able to watch a video that created an overview of Chapter 14.
Students answered a series of questions to answer while they were watching the
 video. This video allowed for students to see visual interpretations and perspectives
of information from Chapter 14.

Informal Check(s):

Day 1 Bell Ringer (Answer Key)

Students will look at a map and timeline in their textbook at the beginning of their chapter. Students will be
assessed on how well they can read the map and timeline. The information covers what we will learn in
Chapter 14.
Day 3 Bell Ringer (Answer Key)
Students are looking back on information they should have learned the previous day. The information is
impervious to the days lesson. Students need to know the information in order understand todays lesson.
Day 7 Bell Ringer (Answer Key)
Students are recalling information from the previous days lesson. The information will help them with that
they will be learning about that day. It emphasizes information they might have missed from the previous
day.
Day 8 Bell Ringer (Answer Key)
Students need to list the different states that supported the Union and the Confederacy. The information will
help students when they are participating with the Map lesson plan. Also, the information will help them in
the next chapter when talking about the Civil War.
Lincoln- Douglas Debate Scripts (Discussion)
Students are not getting graded for this assignment. Students will have to participate in the discussion after
the scripts are read. They will need to see Lincolns views and opinions and understand why southerners
disliked him and why northerners liked him. Also, they will see how he tried keeping the Union together.
Chapter 14 Section 4 Guided Notes (Answer Key)
Students will look through Section 4 from Chapter 14. These will be their notes for the
section. Students will read the entire section and then answer about 20 questions.
Two of the questions, students will have to look up. Students will be graded by their
accuracy to read the textbook and answer the questions correctly.

Academic Prompt(s):
What was the main cause for the start of the Civil War?
What were the different strategies used to protect and preserve slavery in the United States? Why
were they implemented?
What was the importance of the different strategies used to compromise between the North and
the South?
Could the United States keep compromising between the North and South or was the Civil War
necessary?
Why did division keep growing in the United States before the Civil War?
Pre-Test and Post Test:
In order to fully maximize the effect of the Pre-test, I was able to take the most
missed questions and really focus on those during instruction. I also, was able to develop
questions on the post-test with the most missed questions on the pre-test.

Pre-Test
http://bit.ly/Pretest2pFLfHk
Answers are highlighted. Students were given this pretest through their schools
Schoology website. This pre-test is a brief overview of question from Chapter 14 out of
the students book. Using a feature through their Schoology website, I am able to see the
stats and percentages of how many students got the question correct. Some of the most
missed questions were two chronological order questions about which event came first or
what event happened first.

Notes
Students were given this template at the beginning of unit with a section for Key
events throughout the chapter to keep track of and put in chronological order. Students
were told that Chapter 14 heavily relies on a snowball effect of the key events that led up
to the Civil War; one event causes another, which then affects another event. During class
instruction we focused on why one event caused another and then what were the effects
of that event.
Key Events that Lead to the -
Start of the Civil War: -
List of events that caused -
division between the North and -
the South -
-
-
-
-
-
-
-
-
-
-
-

Section 1- Growing Tensions Pages 482-485

Over Slavery

Post- Test
 Students were given a study guide to give them a guideline of what information
the test will cover. The test was designed for students to see how the many events caused
the start of the Civil War, which is the next proceeding chapter.

Chapter 14 Quest

1. Place in Chronological Order the events that led up to the start of the Civil War:
(Students will have these events but they will have place in order) 10 points

- Proposal of the Wilmot Proviso to ban slavery in all the newly acquired territory from
the Mexican-American war
- Debate whether California should be admitted as a free state, which resulted in the
Compromise of 1850 that included the Fugitive Slave Act
- The Kansas-Nebraska Act that allowed popular sovereignty over slavery in the new
territories
- Bleeding Kansas, violence that broke out in Kansas including John Browns killings and
Sumners beating
- The Dred Scott Decision, declaring Congress cannot prohibit slavery and the Missouri
Compromise was unconstitutional
- Lincoln-Douglas debates, debating of the institution of slavery
- John Brown raids at Harpers Ferry, where he was captured and then hung for treason.
- Election of 1860 where Lincoln wins the election by getting majority of the electoral
votes but only 40% of the popular votes
- South Carolina secedes from the Union
- Mississippi secedes from the Union, 5 other states follow to form the Confederate States
of America
- The Confederate attack on Fort Sumter where U.S. troops surrendered within 34 hours

2. Why did Harriet Beecher Stowe write Uncle Toms Cabin? (1 point)
A. To show the nation the cruelties of slavery
B. To further divide the nation
C. To show that the nation needed slavery
D. For people to love slavery

3. True/False The Fugitive Slave Act required northern citizens to help capture accused
runaways if the government officials requested assistance. (1 point)
True

4. Why did South Carolina secede from the Union when Abraham Lincoln was elected?
(1 point)
A. Southerners saw Lincoln as an abolitionist of slavery and against their interests
B. They saw Lincoln as a supporter of slavery
C. Southerners saw Lincoln as a dictator
D. They saw Lincoln as their only chance to protect slavery
5. Which of the following did the Dred Scott Decision NOT result in: (1 point)
A. African Americans were not citizens, and slaves were property
B. Congress could not prohibit slavery in any territory
C. Missouri Compromise was unconstitutional
D. All African Americans were considered slaves

6. What did Lincoln suggest when he said A house divided against itself cannot stand?
(1 point)
A. The Union could not remain united with half allowing slavery and half
prohibiting slavery
B. The government cannot be divided over political parties
C. The nation should remain divided because it will eventually resolve
D. The Union should divide itself so both sides do not fail

Essay Question:
In your opinion, what was the main cause for the start of the Civil War?

Clearly state your opinion and then support your opinion with at least 3 pieces of
good evidence. Please refer to the rubric for grading.

Rubric for essay question

Category 4 2 0

Essay Format Student states a Student states an Student only

clear opinion with opinion but only states an opinion
at least 3 pieces has 2 or fewer and does not
of evidence to pieces of provide evidence.
support their evidence to
argument support his/her
argument.
Evidence Student clearly Student briefly Students
explains how explains how evidence does
their 3 pieces of their evidence not correlate to
evidence supports their their opinion or
supports their opinion argument.
opinion.
Grammar Essay is fluid and Essay is
easy to read distracting to
read

______/10
Performance Tasks:

Standards
2.e Analyzethecauses,keyevents,andconsequencesoftheCivilWar.(DOK3)
2.d. Tracetheoriginsanddevelopmentofslavery;itseffectsonAfrican
Americansandonthenationspolitical,social,religious,economic,andcultural
development;andidentifythestrategiesthatweretriedtobothoverturnand
preserveit.(DOK2)
4.a. Analyzehowconflict,cooperation,andinterdependence(e.g.,socialjustice,
diversity,mutualrespect,andcivicengagement)amonggroups,societies,and
nationsinfluencedthewritingofearlyhistoricaldocuments.(DOK3)

Chapter 14 Newspaper Project

You will be creating a Newspaper Front Cover based on the perspective of a state from
the North or South. You will be covering a controversial event that we have covered in
class or will be covering. The project needs to include but not limited to the following:
Newspaper name (Ex. Chicago Tribune, Oxford Eagle, Washington Post)
A capturing, gripping, attention-grabbing header/title of the article (title that grabs
the readers attention. Explains what the event and article will be about. Do not
just state the name of the event)
A picture of the event or something that happened about the event
An article explaining the Who, What, Where, When, How, Why questions about
the event. (A summary, in your own words, about the event from the viewpoint of
either the North or the South)

Remember, you are making a Newspaper and an article about your specific event that
happened from either the perspective of a state from either the North or South (because
they reacted differently to different events). It needs to show how either the North or the
South would react to your specific event.

It can be up to you on how you want to approach the project. It can be digitally made or
using a poster board. You may be as creative as you would like to be, however, if you go
above and beyond the minimum requirements extra points may be rewarded.

List of Events
Wilmot Proviso
Compromise of 1850
Fugitive Slave Act
Uncle Toms Cabin
Kansas-Nebraska Act
Bleeding Kansas
Dred Scott Decision
 Lincoln-Douglas Debates
John Browns Raid
Election of 1860
Southern States Secession
Civil War begins/Fort Sumter

Rubric for Project

Category 5 2.5 0
Newspaper Includes Includes Does not
Format Newspaper name Newspaper name include
and date of when but does not Newspaper
the newspaper include the date name or date
would be
published
A A creative A header/title of Does not
capturing, header/title of the the article that include a
gripping, article that grabs just states the header/title of
attention- the attention of name of the the article
grabbing the reader event
header/title
of the
article
A picture of Includes a picture Includes a picture Does not
the event that accurately but it does not include a
depicts the event necessarily relate picture about
to the event the event being
discussed
Article Answers in his/her Answers in Does not
own words all of his/her own answer, in
the Who, What, words some of his/her own
Where, When, the Who, What, words all of the
How, Why Where, When, Who, What,
questions in a How, Why Where, When,
summary about questions in a How, Why
the event. summary about questions in a
Includes the the event. summary. Does
perspective of Summary does not include a
either the North not show a summary
or South perspective of format.
either the North
or South
Format and Clearly resembles Format resembles Does not
Grammar a newspaper with somewhat a resemble a
minimum to no newspaper with newspaper with
grammar errors. some grammar many
 errors distracting
mistakes.
Extra Goes way beyond
Bonus the minimum
Points* requirements.
Puts in extra time
and effort to make
it creative and
unique.
*Bonus Points do not go against you

Name:_________________________

Score: ______________/25
Compare and Contrast Different Ordinances

Use the link at the bottom of the assignment.

Read through all 13 Confederate states Secession Acts. Then, pick at least two states
Secession Acts to create a Venn diagram on a Pages document. You are to compare and
contrast the two states Secession Acts. Each states needs to have at least two differences
each (Ex. Texas has two differences and Mississippi has two differences listed) and at
least two similarities. However, please do not limit yourself to only two. If more persists,
then you should include those differences and/or similarities. If you do the minimal, your
grade will reflect the minimum. Each student must include what he/she completed to
receive credit. Refer to the rubric.

If only one student does all the work, then they will receive the credit and the student
who did not do anything, will receive a zero.

http://www.civilwar.org/education/history/primarysources/secessionacts.html?
referrer=https://www.google.com/
Rubric
Category 3 2 0

Venn Diagram Created a Venn Created a Venn Does not compare

Format diagram on a diagram on a at least 2
Pages document Pages document different states
that includes that includes and/or does not
which states they which states they create a Venn
are comparing are comparing. diagram
and submitted as comparing the
a PDF format. states they chose.
At least 2 Each state being Listed minimal 2 Did not meet the
differences for compared has differences for minimal
each state given more than 2 each state being requirements for
 differences listed compared listing the
differences for
each state being
compared
At least 2 There are more Listed minimal 2 Did not meet the
similarities than 2 similarities similarities minimal
between the listed between between the requirements for
states the states being states being listing the
compared compared similarities
between states
being compared

Included names of students and what each student completed _____/1

______/10
Student Work:

Question 7
In your opinion, what was the main cause for the start of the Civil War?
Clearly state your opinion and then support your opinion with at
least three pieces of good evidence.
Please refer to the rubric for grading.

I believe that most of the key events in the chronological order question above were the main
cause for the start of the Civil War. There really wasn't one main cause because each event
added to the other events and all of the events as a whole pushed the U.S. into war. This effect
can be described as the U.S. being marbles that are held up by straws. Each event was a straw
that was pulled loose. When the last straw was pulled, the U.S. fell apart.
First came along the Wilmot Proviso. It may have not done much at the time, but the
Compromise of 1850 was formed using the Wilmot Proviso. With the Compromise of 1850
came the Fugitive Slave Act, which enraged Northerners and was loved by Southerners (thus
pushing the North and South apart). At the same time, the debate over CA was pulling the U.S.
apart as the North and South argued over what type of state CA would be. Then the Kansas-
Nebraska Act was passed. This event undid the MO Compromise, and enraged Northerners
while making the Southerners happy (once again pushing North and South apart). {Now, I
don't want you to think that the U.S. was pulled apart because the North was always mad and
the South was always happy. The North did get CA admitted as a free state, which was a bonus
for them. I simply want to show how each side felt to help you see how the North and South
were pushed apart and how the Civil War (which was like a huge, vicious argument) came to
be.} The Kansas-Nebraska Act led to Bleeding Kansas, with the North and South both claiming
a hold on Kansas and shedding each others blood randomly, such as raiding traveling parties
with an opposite view, and in planned attacks, such as the Pottawatomie Massacre. This
violence reached all the way into the Senate, where Charles Sumner was beaten. This fighting
was a beginning for the fighting that would take place during the Civil War. Later, the Dred
Scott Decision was made by the SCOTUS. Again, the North was outraged and the South was
gleeful, each side being pushed away from the other. John Brown decided he hadn't done
enough, so Brown raided Harpers Ferry, VA. The attempt was unsuccessful as far as Brown's
goal went, but the raid was successful in pushing the North and South apart. John Brown was
executed, and the North and South disagreed over whether Brown should have been executed
or not. The last straw was the Election of 1860. Two years earlier, this straw had been loosened
during the Lincoln-Douglas debates. Each man voiced his opinions in these debates, and the
South began to see Lincoln as an abolitionist. Lincoln's election speech(es) only convinced the
South further that Lincoln was coming after slavery, and (to the South) Lincoln's election
meant the South no longer had a voice in government. The South began to believe their
independence and way of life rested in a new Confederacy. States seceded, starting with SC
and then MS, and Confederate forces attacked Fort Sumner, marking the start of the Civil War.
I believe all of these events combined were a fuse that provoked the Civil War by creating
disagreement and fighting between the North and South.

Question 7
In your opinion, what was the main cause for the start of the Civil War?
Clearly state your opinion and then support your opinion with at
least three pieces of goodevidence.
Please refer to the rubric for grading.
In my opinion, slavery was the main cause of the start of the Civil War. I know this is how many
people think of it, but it really makes more sense than anything else I can think of. For one, the
fugitive slave act forced northerners to return fugitive slaves back to the south, which
convinced many more northerners that slavery was a terrible, evil thing, therefore more
dividing the union. And also, there wouldn't even be a fugitive slave act if there wasn't slavery
in the first place. The Wilmot Proviso is another example of something that wouldn't even exist
without slavery being legal in the first place. The Wilmot Proviso proposed that slavery should
be outlawed. This outraged southerners and with this being proposed, one of the straws
leading the the Civil War was pulled. Then, all that had to happen was a secession between the
North and the South. South Carolina seceded because, you guessed it, the problem of slavery.
The election of 1860 would not have been as controversial if slavery had not been around, and
South Carolina might not have seceded had Abraham Lincoln not been our sixteenth president.
But since he was, slavery issues grew a lot, and southerners were worried that Abraham
Lincoln would get rid of slavery. So, they seceded. This secession because of slavery caused
other southern slave states to secede right alongside South Carolina and form the Confederate
States of America, which went on the the attack on Fort Sumter and then, the Civil War.
Slavery was absolutely a major controversial idea. It also led to the bloodiest war in American
history starting. Well, that's why I believe that slavery was the main reason of the Civil War
starting.

Projects:
http://bit.ly/StudentProject32p3hmg0
http://bit.ly/StudentProject22oVqo3w
http://bit.ly/StudentProject12qpVBMh
Analysis:

120

100

80

60

Pre Test (%) Bell Ringer April 3 (%) Chapter 14 Quest (%)
40

20

Analysis:
The Pre-test score is the lowest score for almost every student who has taken it.
For the most part, the scores for the Bell ringer have dramatically increased compared to
the Pre-test. Many students were able to gradually increase their scores. However, there
were some outliers whose Chapter 14 tests were lower compared to their Bell ringer
scores. Although, they were not significantly lower. In most cases, students who scored
lower on the Chapter 14 test compared to the Bell ringer, the scores were fairly close to
one another. There was not a huge difference between to two scores. These instances
could have been caused by an error with technology. We noticed that with their
Schoology program and the chronological order question on the Chapter 14 test, that if a
student got one event mixed up, the entire question could be counted wrong. There were
also some students who did not take the test or just could care less, and their scores
reflect this. For the majority of students, the data shows how much students have learned
from the Pre-test compared to the Chapter 14 test. Although, there was an outlier or two,
most students grew in their knowledge and learning of Chapter 14.
Reflection:

One of the strengths of the Unit was how I broke up the information for each
individual day. I tried not to give too much information each day so students would not
be overwhelmed. Another strength of the Unit was the amount of various activities
students were given. However, some weaknesses I can improve on with the various
activities are giving students more practice with a chronological question and more
practice with a written question. By giving students more practice with these types of
questions, students would know what to expect and how they can better tackle the
questions. Also, I would be able to see what students are struggling with and what
information they are grasping. I could give more informal and formative assessments
throughout the unit to see if they are obtaining the information I wish for them to.
Another weakness that I could improve, is giving more clear and precise directions of
what I am looking for. I thought I have given enough direction for an assignment, such as
the written question on the test, but I could tell many students did not understand it as
well as I thought. A strategy I can use to improve this is by stating directly what I am
looking for in terms of the outcome of the assignment.
An accomplishment majority of students were able to achieve, was the reasoning
for the start of the Civil War. The goal of the assignment was to get students to think
about what was the main cause of the Civil War. Majority of students were able to think
about and give a solid reason for why the war started. One improvement I can make to be
able to get all students to reach that goal is to talk about various causes for the Civil War
throughout the Unit. By doing this, students will be able to think about it more and give
more evidence to back up their opinion.
A failure of the students that I saw was that only about half of the students
admitted to studying for the Chapter 14 test. The test did take place two days after Easter
break, which was a four-day weekend. Students could have forgotten about the test if
they had gone somewhere or they were with their families. Also, students had a project
due that day as well. One way I could improve to get students to study is to give the test
one day more after the break. With that extra day, we can take some time in class for
students to complete their study guide and have a class review. Also, it will allow the test
and project to be due/given on different days. As a teacher, I need to better emphasize the
importance of studying for tests.
To give students the best opportunity to show their knowledge on the test, I can
give students the test on paper rather than through the computer. By doing this, the
students Schoology website will not count the entire chronological question wrong if
they only miss one. During instruction, I also can put more emphasize on the importance
of the chronological order and throughout the Unit give students more practice with
placing events in order. Next time I teach this Unit, I am going to give students an
overarching question that we will be trying to answer throughout the entire chapter.
Students will then be able to refer back to the question throughout the chapter trying to
answer it using the information they learn.