Post on 14-Mar-2018
8th Grade Project Based Common Assessment
(American Revolution – Civil War)
2015-2016
Week 1: Identifying Sources
Cause and Effect (TH Activity)
Cause and Effect (TH Activity)
Primary Sources: Asking Questions (TPS Activity)
Primary Source Analysis/Finding Themes (TPS Activity)
Defending Historical Themes (Modified TPS Act.)
Week 2: Historical Hypothesis
Create a historical hypothesis
Construct written argument
Writing Writing Writing
Interaction with primary and secondary sources over the course of 2-3 weeks.
Looking for Cause and Effect: H.2.e Analyze causes and effects of major conflicts from the origins of the
American Revolution through Reconstruction (DOK 1-3)
Purpose: Historical thinkers use chronology to organize time. Students will be able to analyze sources
from cause and effect.
2 Groups: Group A and Group B
Individually, students will read through a source for key people and events
Students will then partner up with their source partner and establish the 5 W’s (Who, What, Why,
Where, When)
Source Partner A will then group up with the Source Partner B to form a Cause and Effect Group and
present their findings
As a Cause and Effect Group, students will establish the connection between the two sources arguing for
which one caused the other and defend their answer.
Historical Themes: H.2.a Determine and explain the historical context of key people and events from the
origins of American Revolution through Reconstruction including the examination of different
perspectives (DOK1-2)
Purpose: Historical thinkers analyze patterns and themes throughout time.
Students will identify one of the three historical themes studied over the year from a primary/secondary
source analysis and defend that identified theme using evidence from the sources.
Discuss as a whole class historical themes which have been discussed throughout the year.
Students will a primary source and follow the process of historical analysis.
Students move about the room to create groups of primary sources based on historical themes
and discuss/justify their connections based on the themes. Present on a chart paper,
whiteboards, or Promethean Board.
Final Project: Historical Hypothesis CO H.1.d Construct a written historical argument on the use or
understanding of primary or secondary sources.
Purpose: Historical thinkers use primary and secondary sources to evaluate and create historical
hypotheses.
Students will use multiple sources to construct a historical hypothesis and defend it.
Students will select a source set of one of the two historical themes addressed throughout the school
year:
Students will formulate a historical hypothesis and must use three sources to defend their stance.
Students will construct a written historical argument in a 5 paragraph essay which defends their
hypothesis.
Central Historical Questions
Is separation patriotic?
To what extend was the Civil War an extension of the
American Revolution?
Should the South have been treated as a hostile nation or
as states in rebellion?
Historical Documents
Document A
Sir, we have done everything that could be done to avert (stop) the storm which is now
coming on. We have petitioned; we have remonstrated (argued), we have supplicated
(pleaded); we have prostrated (to throw oneself at someone’s feet) ourselves before
the throne…
Our petitions have been slighted; our remonstrances have produce additional violence
and insult; our supplications have been disregarded; and we have been spurned with
contempt, from the foot of the throne…
It is in vain, sir, to extenuate (defend) the matter. Gentlemen may cry, “Peace, Peace!”
– but there is no peace. The war is actually begun!
I know not what course others may take; but as for me, give me liberty, or give me
death!
Source: Patrick Henry, Give Me Liberty, or Give Me Death” speech (1775)
Document B
Source: Thomas Paine Advocates the “Common Sense” of Independence, 1776
As much hath been said of the advantages of reconciliation (), which, like an
agreeable dream, hath passed away and left us as we were, it is but right, that
we should examine the contrary side of the argument, and to inquire into some
of the many injuries () which these colonies sustain, and always will sustain, by
being connected with, and dependant on Great-Britain…
… for I answer roundly, that America would have flourished () as much, and
probably much more, had no European power had anything to do with her…
It has lately been asserted (stated) in parliament, that the colonies have no
relation to each other but through the parent country, i.e. that Pennsylvania and
the Jerseys, and so on for the rest, are sister colonies by the way of England; this
is certainly a very round-about way of proving relationship…
But Britain in the parent country, say some. Then the more shame upon her
conduct. Even brutes (bullies) do not devour their young, nor savages make war
upon their families…
It is the true interest of America to steer clear of European contentions, which
ever she can do, while by her dependence on Britain…
… there is something very absurd (strange), in supposing a continent to be
perpetually (forever) governed by an island… and as England and America, with
respect to each other, reverses the common order of nature, it is evident they
belong to different systems; England to Europe, America to itself…
Document C
Source: Declaration of Independence 1776
When in the Course of human events, it becomes necessary for one people to
dissolve the political bands which have connected them with another, and to
assume among the powers of the earth, the separate and equal station to which
the Laws of Nature and of Nature's God entitle them…
We hold these truths to be self-evident, that all men are created equal, that they
are endowed by their Creator with certain unalienable Rights, that among these
are Life, Liberty and the pursuit of Happiness.--That to secure these rights,
Governments are instituted among Men, deriving their just powers from the
consent of the governed, --That whenever any Form of Government becomes
destructive of these ends, it is the Right of the People to alter or to abolish it, and
to institute new Government, laying its foundation on such principles and
organizing its powers in such form, as to them shall seem most likely to effect
their Safety and Happiness.
… it is their right, it is their duty, to throw off such Government, and to provide
new Guards for their future security.
Document D
Source: Philip Dawe, The Bostonian’s Paying the Excise-man, or Tarring &
Feathering, October 24 1774
Engraving attributed to Philip Dawe, with hand-coloring. Shows the Boston
Tea Party in the background, a ”Liberty Tree” with a paper ”Stamp Act”
affixed upside-down, with five unsavory Bostonians forcibly pouring a pot of
tea into the mouth of a tarred and feathered tea excise collector. Dawe is a
British engraver
Document E
Source: Dr. Sylvester Gardiner, letter to his son in law, 9 May 1776
A Boston physician and Loyalist describing his love of country and sense of
danger before leaving Massachusetts for Canada.
I found I could not stay in Boston and trust my person [i.e., physical safety]
with a set of lawless rebels whose actions have disgraced human nature and
who have treated all the King’s Loyal Subjects that have fallen into their
hands with great cruelty and for no other crime than for their Loyalty to the
best of Kings and a peaceable Submission to the best constituted
Government on Earth. I don’t believe there ever was a people in any age or
part of the World that enjoy’d so much liberty as the people of America did
under the mild indulgent Government (God bless it) of England and never
was a people under a worser state of tyranny than they are at present.
Document F
Source: Articles of Confederation, 1781
Article II. Each state retains its sovereignty, freedom, and independence, and every
power, jurisdiction (authority), and right, which is not by this Confederation expressly
(clearly) delegated to the United States, in Congress assembled.
Article III. The said states hereby severally enter into a firm league of friendship with
each other, for their common defense, the security of their liberties, and their mutual
and general welfare, binding themselves to assist each other, against all force offered
to, or attacks made upon them, or any of them, on account of religion, sovereignty,
trade, or any other pretense whatever.
Document F
Source: James Madison, Federalist Papers No.10, 1787.
Factions and Their Remedy
To the People of the State of New York:
Among the numerous advantages promised by a well-constructed Union,
none deserves to be more accurately developed than its tendency (trend) to break
and control violence of faction. The friend of popular governments, never finds
himself so much alarmed for their character and fate, as when he contemplates
(plans) their propensity (inclination) to this dangerous vice (evil)…
By a faction I understand a number of citizens, whether amounting to a
majority or minority of the whole, who are united and actuated (motivated) by
some common impulse of passion, or of interest, adverse to the rights of other
citizens, or to the permanent and aggregate (collective) interests of the
community.
Document G
Source: Thomas Jefferson, The Kentucky Resolutions of 1798.
Thomas Jefferson Advances the Power of the States, 1798
1. Resolved, That the several States composing the United States of America,
are not united on the principle of unlimited submission (obedience) to their
general government; but that, by a compact (agreement) under the style
and title of a Constitution for the United States, and of amendments thereto
(to that), they constituted a general government for special purposes –
delegated to that government certain definite powers, reserving, each State
to itself, the residuary (remainder) mass of right to their own self-
government; and that whensoever the general government assumes
undelegated (to assigned) powers, its acts are unauthoritative, void, and of
no force.
Document H
Source: Georgia Senator Robert Toombs Compares Session with the
American Revolution, 1860.
….But we are told that secession would destroy the fairest fabric of liberty the
world ever saw, and that we are the most prosperous (well-off) people in the
world under it…. The arguments I now hear in favor of the Northern connection
are identical in substance, and almost in the same words as those which were
used in 1775 and 1776 to sustain the British connection. We won liberty,
sovereignty, and independence by the American Revolution – we endeavored
(tried) to secure and perpetuate (continue) these blessings by means of our
Constitution.
We are said to be a happy and prosperous people. We have been, because we
have hitherto maintained our ancient rights and liberties – we will be until we
surrender them. They are in danger; come, freemen, to the rescue. If we are
prosperous, it is due to God, ourselves, and the wisdom of our State government.
We have as executive, legislative, and judicial department at home, possessing
and entitled to the confidence of the people.
Document I
Source: Republican Party Platform of 1860
2. That the maintenance of the principles promulgated (communicated) in the Declaration
of Independence and embodied (made into practice) in the Federal Constitution, "That all
men are created equal; that they are endowed by their Creator with certain inalienable
rights; that among these are life, liberty and the pursuit of happiness; that to secure these
rights, governments are instituted among men, deriving their just powers from the
consent of the governed," is essential to the preservation of our Republican institutions;
and that the Federal Constitution, the Rights of the States, and the Union of the States
must and shall be preserved.
3. That to the Union of the States this nation owes its unprecedented (never experienced
before) increase in population, its surprising development of material resources, its rapid
augmentation (growth) of wealth, its happiness at home and its honor abroad; and we
hold in abhorrence (hatred) all schemes for disunion, come from whatever source they
may. …and we denounce (look down on) those threats of disunion, in case of a popular
overthrow of their ascendency (power) as denying the vital principles of a free
government, and as an avowal (confession) of contemplated treason, which it is the
imperative duty of an outraged people sternly to rebuke (scold) and forever silence.
Document J
Source: President Abraham Lincoln’s arguments against secession
First Inaugural Address March 4, 1861
Physically speaking, we cannot separate. We cannot remove our respective sections
from each other nor build an impassable wall between them. A husband and wife
may be divorced and go out of the presence and beyond the reach of each other; but
the different parts of our country cannot do this.
First Inaugural Address March 4, 1861
I hold that, in contemplation (observation) of universal law, and of the Constitution,
the union of these States is perpetual....It follows....that no State, upon its own mere
motion, can lawfully get out of the Union…
Message to Congress in Special Session July 4, 1861
The States have their status in the Union, and they have no other legal status. If they
break from this they can only do so against law and by revolution.
Message to Congress in Special Session July 4, 1861
The principle [secession] itself is one of disintegration, and upon which no
government can possibly endure.
Indianapolis, Indiana February 11, 1861
In all trying positions in which I shall be placed, and doubtless I shall be placed in
many such, my reliance will be upon...the people of the United States; and I wish you
to remember, now and forever, that it is your business, and not mine, that if the
union of these States and the liberties of these people shall be lost, it is but little to
any one man of fifty-two years of age, but a great deal to the thirty millions of people
who inhabit these United States, and to their posterity in all coming time.
Document K
Source: Jacob Dallas, Harpers Weekly September 1, 1860
“Young America Rising at the Ballot- Box and Strangling the Serpents Disunion and
Secession”
Note: In this Harper’s Weekly cartoon "Young America" may denote the younger
generation of Americans in general who are urged to rise up and halt the
unraveling of the union.
Document L
Source: Currier & Ives 1861
Hercules of the Union, slaying the great dragon of secession
Note: Gen. Winfield Scott, shown as the mythical Hercules slaying the many-headed
dragon or hydra, here symbolizing the secession of the Confederate states. At left
stands Scott, wielding a great club "Liberty and Union," about to strike the beast. The
hydra has seven heads, each representing a prominent Southern leader. The neck of
each Southerner depicted is labeled with a vice or crime associated with him. They are
(from top to bottom): Hatred and Blasphemy (Confederate secretary of state Robert
Toombs), Lying (vice president Alexander Stephens), Piracy (president Jefferson Davis),
Perjury (army commander P. G. T. Beauregard), Treason (United States general David E.
Twiggs who in February 1861 turned over nineteen federal army posts under his
command in Texas to the South), Extortion (South Carolina governor Francis W.
Pickens), and Robbery (James Buchanan's secretary of war John B. Floyd, accused of
supplying federal arms and supplies to the South).
Document M
Source: A political cartoon, drawn circa 1861, depicts southern secession. The cartoon
shows Florida, Alabama, Mississippi, and Louisiana as men riding donkeys, following
South Carolina’s lead toward a cliff. The rider carrying the Georgia flag rides down a hill,
saying, “We have some doubts about ‘the end’ of that road and think it expedient to
deviate a little.”
South Carolina rides a pig and reaches a butterfly “Secession Humbug,” saying,
“We go the whole hog. — Old Hickory [Andrew Jackson] is dead, and now we’ll
have it.” Florida, just behind South Carolina, shouts, “Go it Carolina! we are the
boys to ‘wreck’ the Union.” Next follows Alabama, who declares, “We go it
blind, Cotton is King!’” Mississippi says, “Down with the Union! Missippi
‘repudiates her bonds.’” The last rider is Louisiana, who says, “Go it boys! We’ll
soon taste the ’sweets’ of secession,” a reference to the state’s domination of
the sugar trade.
The reference to Jackson refers to the nullification crisis of the 1830s, in which
South Carolina threatened to secede if President Jackson tried to enforce
federal tariffs in the state.