USHAP Unit 5 Week 2. Agenda: Monday 11/26/12 Objective: Understand the course of the Civil War...

USHAPUnit 5 Week 2

Agenda: Monday 11/26/12• Objective: Understand the course of the Civil War• Content: The key military and political dynamics of the war• Skills: Change over time analysis

• Essential question: Why was compromise increasingly difficult to obtain?

1. Hand back papers

2. Reminders:1. Essay Test Moved From Tuesday 12/18 to Monday 12/17

2. The last day to turn in makeup work or revisions is Friday, December 7 th

3. Fluency Fact Quiz Tomorrow

4. The Civil War: Key Battles and their consequences

5. Glory

Timeline Activity

• Fort Sumter, April ‘61• Bull Run, July ‘61, March-

Aug. '62• Peninsular Campaign• Shiloh, April ‘62• Antietam, Sept. ‘62• Fredericksburg, Dec. ‘62• Chancellorsville, May ‘63• Gettysburg, July ‘63• Vicksburg, July ‘63• Atlanta, Sept. ‘64• Appomattox, April ‘65

• Create a timeline• For each battle, describe

the following:• A significant element of the

battle• A key figure from the battle• Which side has an

advantage as a result of the battle?

• At the end of class we will report out on the whiteboard.

Fredericksburg, December 11-15 1862

• Virginia• General Robert E.

Lee's Confederate Army of Northern Virginia and the Union Army of the Potomac, commanded by Ambrose Burnside.

• The Union army's futile frontal attacks on December 13 against entrenched Confederate defenders on the heights behind the city is remembered as one of the most one-sided battles of the American Civil War

• Union casualties more than twice as heavy as those suffered by the Confederates.

Glory

• Changing the war from a political to a moral fight• http://www.youtube.com/watch?v=j66i

6Ey_IAQ&feature=related

http://www.youtube.com/watch?v=j66i6Ey_IAQ&feature=related

http://www.youtube.com/watch?v=j66i6Ey_IAQ&feature=related

Agenda: Tuesday 11/27/12• Objective: Understand the context and conflicts surrounding

Reconstruction• Content: Approaches to Reconstruction • Skills: Categorization, multiple perspectives, compare and contrast

• Essential question: Can corporatization and democracy coexist?

Agenda:• Final Essay Outline• Fluency Fact Review Quiz• In what ways can a society be reconstructed? • Contrasting approaches to Reconstruction

Final Essay Outline• Prompt will be about the material in Chpts. 13-17

• Reform• Expansion• Crisis• Civil War• Reconstruction

• Prompt will be chosen from the USHAP Essay Packet

Review Quiz Synthesizer Frames• Show Commonality:

• ___________ , _____________ , and _____________ all demonstrate ____________ in the ____________ period.

• Show Contrast:

• Although ______________ in the case of ____________, for the most part ______________ as seen in the ______________ and the _____________.

• Show Analysis:

• ______________, ________________, and ______________ all resulted from _______________ in the ____________________ period.

In what ways can a society be reconstructed?

Lincoln’s Plan for Reconstruction

Radical Republican

vision of Reconstruction

Johnson’s Presidential

Reconstruction

Agenda: Block Day11/28 & 11/29• Objective: Understand the context and conflicts

surrounding Reconstruction• Content: Approaches to Reconstruction • Skills: Categorization, multiple perspectives, compare and

contrast


Agenda:• Debrief: Contrasting approaches to Reconstruction• DBQ Activity

Essay Retake: Come in at your discretion

• New Prompt: “The United States displayed all the typical characteristics of a new nation during the early republic, 1789-1823.” Assess the validity of this view.

• 5th Period• Prompt 1: “The American Revolution was about white Americans fighting

against British imperial control in the East, and for their own imperialism in the West.” Assess the validity of this statement for the time period 1763-1809.

• Prompt 2: What were the social, economic, and political results of the War of 1812, and how did the war reveal sectionalism?

• 6th Period• Prompt 2: What were the social, economic, and political results of the

War of 1812, and how did the war reveal sectionalism?• Prompt 3: Compare and contrast Jacksonian Democracy with

Jeffersonian Democracy.

Lincoln’s Plan for Reconstruction

Radical Republican

vision of Reconstruction

Johnson’s Presidential

Reconstruction

DBQ Activity• Prompt: Analyze the Union’s approach to ending the Civil

War and the restoration of the Union during the years 1862-1865.

• TASK #1 – Deconstructing the question. Specifically and in your own words describe what the question is asking you to do. Start by circling the directive words. Limit your answer to 2-3 sentences.• What are the Directive word(s)? Circle or underline these in the

prompt• Identify key events, places, and people within the prompt• Identify if the prompt is asking for change over time• Explain what the prompt is explicitly asking you to do. Write your

response in complete sentences. (DO NOT simply restate the question)

Prompt: Analyze the Union’s approach to ending the Civil War and the restoration of the Union during the years 1862-1865.

TASK #2 – CCP. Read the documents and for each one do a brief CCP. As you do CCP make sure to link your responses to the question.• Context

• Who • What • When • Where

• Content• What the document actually says

• Point of View • Purpose of the document


• Document A• Source: PBS News Hour, America's Historical

Struggle With Debt and the Role of Federal Government November 27, 2011• 3:30 Mark• http://video.pbs.org/video/2310210973/

http://video.pbs.org/video/2310210973/




• Document B• Source: Emancipation Proclamation (Jan. 1, 1863) • …all persons held as slaves within any State or designated

part of a State the people whereof shall then be in rebellion against the United States shall be then, thenceforward, and forever free…

• And I further declare and make known that such persons of suitable condition will be received into the armed service of the United States to garrison forts, positions, stations, and other places, and to man vessels of all sorts in said service.

• And upon this act, sincerely believed to be an act of justice, warranted by the Constitution upon military necessity, I invoke the considerate judgment of mankind and the gracious favor of Almighty God.


• Document C• Source: Letter from Richard Cobden (British Parliament)

to Charles Sumner, 1863 • I write to assure you that any unfriendly act on the part of our

government, no matter which of our aristocratic parties is in power, towards your cause is to be apprehended. If an attempt were made by the government in any way to commit us to the South a spirit would be instantly aroused which would drive our government from power….

• So much for the influence which your emancipation policy has had on the public opinion of England. But judging from the tone of your press in America, it does not seem to have gained the support of your masses. About this, however, I do not feel competent to offer an opinion…


• Document D• Source: Clement Vallandigham, speech to New York

Democrats (1863) • To say that because there is a rebellion in South Carolina, a man

shall not have freedom of speech, freedom of the press, or any of his rights untrammeled in the state of New York…when the attempt is made to take away [these] rights…THEN THE HOUR WILL HAVE ARRIVED WHEN IT WILL BE THE DUTY OF FREE MEN TO FIND SOME OTHER AND EFFICIENT MODE OF DEFENDING THEIR LIBERTIES.

• Our fathers did not inaugurate the Revolution of 1776… to escape from the mild and moderate control of a constitutional monarchy like that of England, to be at last, in the third generation, subjected to a tyranny equal to that of any upon the face of the globe.


• Document E• Source: Gettysburg Address (November 19, 1863) • But, in a larger sense, we can not dedicate -- we can not consecrate --

we can not hallow -- this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us -- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom -- and that government of the people, by the people, for the people, shall not perish from the earth.


• Document F• Source: Editorial, Richmond Dispatch (November 9, 1864) • Yesterday, twenty millions of human beings, but four years ago

esteemed the freest population on earth, met at various points of assemblage for the purpose of making a formal surrender of their liberties… to a vulgar tyrant who has never seen a shot fired in anger, whose career has been one of unlimited and unmitigated disaster, whose personal qualities are those of a low buffoon, and whose most noteworthy conversation is a medley of profane jests and obscene anecdotes – a creature who has squandered the lives of millions without remorse and without even the decency of pretending to feel for their misfortunes; who still cries for blood and for money in the pursuit of his atrocious designs…


• Document G• Source: “The Miscegenation Ball” (1864)


• Document H• Source: Letter from William T. Sherman, to Atlanta officials (1864)• We must have peace, not only at Atlanta, but in all America. To secure

this, we must stop the war that now desolates our once happy and favored country. To stop war, we must defeat the rebel armies which are arrayed against the laws and Constitution that all must respect and obey…

• War is cruelty, and you cannot refine it; and those who brought war into our country deserve all the curses and maledictions a people can pour out. I know I had no hand in making this war, and I know I will make more sacrifices today than any of you to secure peace. But you cannot have peace and a division of our country.

• We don’t want your Negroes, or your horses, or your houses, or your lands, anything you have, but we do want and will have a just obedience to the laws of the United States. That we will have, and, if it involves the destruction of your improvements, we cannot help it.


• Document I• Source: Lincoln’s Second Inaugural Address (March 4, 1865) • Four years ago all thoughts were anxiously directed to an impending civil

war. All dreaded it, all sought to avert it. While the inaugural address was being delivered from this place, devoted altogether to saving the Union without war, urgent agents were in the city seeking to destroy it without war…

• All knew that this interest [slavery] was somehow the cause of the war. To strengthen, perpetuate, and extend this interest was the object for which the insurgents would rend the Union even by war, while the Government claimed no right to do more than to restrict the territorial enlargement of it.

• With malice toward none, with charity for all, with firmness in the right as God gives us to see the right, let us strive on to finish the work we are in, to bind up the nation's wounds, to care for him who shall have borne the battle and for his widow and his orphan, to do all which may achieve and cherish a just and lasting peace among ourselves and with all nations.


• Document J• Source: From U.S. Grant To R.E. Lee (April 9, 1865)• Appomattox Court-House, Virginia • General: In accordance with the substance of my letter to you of the 8th instant,

I propose to receive the surrender of the army of Northern Virginia on the following terms, to wit: Rolls of all the officers and men to be made in duplicate, one copy to be given to an officer to be designated by me, the other to be retained by such officer or officers as you may designate. The officers to give their individual paroles not to take up arms against the government of the United States until properly exchanged; and each company or regimental commander to sign a like parole for the men of their commands. The arms, artillery, and public property to be parked and stacked, and turned over to the officers appointed by me to receive them. This will not embrace the side-arms of the officers nor their private horses or baggage. This done, each officer and man will be allowed to return to his home, not to be disturbed by United States authority so long as they observe their paroles and the laws in force where they may reside.

• U.S. Grant, Lieutenant-General


• TASK #3 – Assembling evidence. – Create a table of possible points of view and various groupings.


• TASK #4 – Outside Information• What outside information do you have that could help you respond

to the prompt?• Add this information to your organizational table.


TASK #5 – Create an Essay outline• T - Thesis statement claim: prompt, position, paragraphs• BP1 Sub thesis claim which persuasively substantiates the overall thesis.• A. Fact or reference used as evidence • B. Fact or reference used as evidence • C. Fact or reference used as evidence • Clincher sentence ties the paragraph together and links back to thesis • BP2 Sub thesis claim which persuasively substantiates the overall thesis.• A. Fact or reference used as evidence • B. Fact or reference used as evidence • C. Fact or reference used as evidence • Clincher sentence ties the paragraph together and links back to thesis • BP3 Sub thesis claim which persuasively substantiates the overall thesis.• A. Fact or reference used as evidence • B. Fact or reference used as evidence • C. Fact or reference used as evidence • Clincher sentence ties the paragraph together and links back to thesis • C- Conclusion: Reinforces significance of evidence, indicates "So what?"

Agenda: Friday 11/30/12• Objective: Understand the context and conflicts surrounding

Reconstruction• Content: Approaches to Reconstruction • Skills: Categorization, multiple perspectives, compare and

contrast


Agenda:• Finish DBQ Activity• Reminder: Test Tuesday, Chapters 16 & 17• Reminder: Review at lunch on Monday

USHAP Unit 5 Week 2. Agenda: Monday 11/26/12 Objective: Understand the course of the Civil War...

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Transcript of USHAP Unit 5 Week 2. Agenda: Monday 11/26/12 Objective: Understand the course of the Civil War...