S+Martin,+Ryan

Office Phone: Office Hours:** **E-mail:** ryan.snowman.martin@maine.edu
 * Teacher:** Mr. Martin
 * Office:

=Summary of Unit= The Civil War was a tumultuous time in United States history. Families were ripped apart as the North (Union) and the South (Confederacy) clashed in bloody and gruesome battles that turned homes and farmlands into war – torn country. The war took its toll on the nation for four long years, and the effects of the war can still be seen today. This unit is designed so that students will understand causes of the war, advantages and disadvantages for both sides, and decisions made by the North led to a difficult reconstruction period for the South. By the end of the unit, students will be able to answer question such as how did the expansion of slavery lead to the civil war, how did the economic and military advantage the Union held lead to a victory, and why did the decisions the Union made lead to a difficult reconstruction period for the South? Students will also engage in an authentic performance task with the finished product being an iMovie. =Establish Goals= E1. Historical Knowledge, Concepts, Themes, and Patterns Grades 9 - Diploma "The Civil War and Reconstruction" Students understand major eras, major enduring themes, and historical influences in the Unites States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.** b. Analyze major historic eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future = = =Students will understand that= •The expansion of slavery into new territories was the main cause of the war. •Economically and militarily, the North had a distinct advantage over the South. •Decisions made by the North after the war led to a difficult Reconstruction period for the South.
 * Maine Learning Results: Social Studies - E. History

=Essential Questions= •How did the expansion of slavery lead to the Civil War? •How did the economic and military advantage the North held lead to a victory? •Why did the decisions the North made lead to a difficult recovery period for the South?

=Students will know= •Important Events and People: Abraham Lincoln, Jefferson Davis, Gen. Ulysses S. Grant, Gen. Robert E. Lee, Gen. William Sherman, Joshua Chamberlain, Battle of Fort Sumter, Battle of Antietam, Battle of Gettysburg, Battle of Vickburg,Confederate surrender at Appomattox Court House, John Brown, Harpers Ferry, "Bleeding Kansas," Dred Scot, Lincoln's Assassination, Andrew Johnson, Radical Republicans •Critical Details: Missouri Compromise, Compromise of 1850, Fugitive Slave Law,Dred Scot Decision, abolitionists, Anaconda Plan, Emancipation Proclomation, Little Round Top, "Picketts Charge," Uncle Tom's Cabin, Freedmans Bureau, Black Codes, sharecropping, Civil Rights Act, Military Recontruction Act, South's transition from slavery to free labor, 13th, 14th, and 15th Amendments, Compromise of 1877. •Sequence and Timelines: Civil War - April 12, 1861 to April 9, 1865. Gettysburg July 1 - 3, 1863

=Students will be able to= •Prove that the Civil War was caused by the issue of slavery. •Critique important events and political figures. •Solve why the decisions the North made led to a difficult period of Reconstruction for the South. •b. Analyze major historic eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future. •Assume the role of a major figure. •Reflect on the policies that the North adopted before and after the war.

**Performance Task Overview** Congratulations! You have been asked by the curator of the United States National History Museum in Washington D.C to display a modern day exhibit of Abraham Lincoln. He wants you to assume the role of Abraham Lincoln addressing Union citizens on the eve of war, and create a video presentation using iMovie. Be sure to include in the address reasons why war is inventible (slavery among other issues), reasons why the Union will succeed (economic and military advantage), and predications about the effect the war will have on the future of the United States of America. Remember, this is a tumultuous time in United States history. Fort Sumter is surrounded and the South has succeeded from the Union. Union citizens are worried, angry and confused. You will be presenting in front of the Board of Trustees so the curator wants you to be as realistic and believable as possible! Good Luck! =Expectations= Students are expected to come to class everyday, prepared and on – time. Participation in class in also expected along with being respectful to your peers. In the cases of absences, students are expected to **contact the teacher** by email or phone for missed assignments. Students will be expected to make up the missing class work by the next time they have class. If they miss two days of classes then they will get two days to do the missing work and so on and so forth.
 * Absences**

Students will have the opportunity to make – up assignments. Learning is about mastery and mastery is about understanding and repetition. Assignments that are redone will be up to the teacher’s discretion, meaning that the teacher will decide what assignments need to be redone. When an assignment is revised, the revised copy will be on top of the original copy. It will not be accepted any other way. Late work will also be accepted, but with a deduction in points. Students will always have the opportunity to hand in late or missing assignments, the only stipulation being that they will not get full credit for the assignment. Just do yourselves a favor and hand in assignments on time.
 * Late Work and Redo’s**

Plagiarism will not be tolerated in this class. Anything that is typed in this class will be in Times New Roman, 12 point font and double spaced. Anything that you borrow that is not your own words must be cited. Failure to do so is plagiarism, and if caught, students will receive a zero for that assignment, and face additional penalties if mandated by school policy.
 * Plagiarism**

Lastly, enjoy this class and please be respectful and polite to your classmates. =Benchmarks= Here is a description and point value of each of the assessments you will be graded on in this unit. The total number of points is 325. You are expected to attend all classes unless you have an excused absence that is cleared by the school. Unexcused absences will not be tolerated. When you are in class, you are expected to participate in the discussions and in your groups.
 * Attendance and Particpation (20 points) **

You will be writing reflective blogs after every class. This blog will continue throughout the year, and is an ongoing formative assessment. You will have the chance to reflect on what they liked/disliked about the class, if they thought something was particularly interesting or respond to a prompt. The teacher and peers have the opportunity to respond to each other’s blog.
 * Blogs (20 points) **

You will be completing a garageband newscast on the Battle of Gettysburg. They will write a script that addresses how the battle took place, strategies for both sides, who the commanding officers were, why it was a turning point in the war, mistakes by both sides, Little Round Top, and casualties. Be sure to also include how the Union's superior resources contributed to their victory. The script is part of the grade of the Newscast so it must be completed.
 * Garageband Newscast (50 points) **

You will create a ComicLife depicting Congress in session debating the Compromise of 1850. Students should include in the comic major figures that had the biggest influence on the Compromise. You should also include how the Compromise of 1850, was ultimately a failure, and contributed to the growing tensions of war.
 * ComicLife (45 points) **

You will use Google Earth to plot the location of a major battle. You will then use the description box to give critique the battle. This information includes, casualties, which divisions of the army's were involved, who the commanding officers were, and implications that battle had on the rest of the war.
 * Google Earth (30 points) **

You will compete in a debate that will take place on the class wiki under the discussion tab. You will be divided in two teams and the debate will be open for one night. Students of each team are expected to contribute at least one point to the debate. It is up to the teams to decide who presents what point. One side will have to argue in favor of Andrew Johnson, and the other side will argue the opposition side.
 * On-line Debate (30 points) **

You will assume the role of a major figure that they choose. You will record youself playing whomever you chose. In character, you must explain why they were an important figure in the war, what impact they had on the war, and also give one regret that they have. Students can choose to write a script if it makes it easier for them.
 * iMovie – Role Playing (30 points) **

This is the last and biggest project of the unit. It is described above in the performance task overview, however, that overview does not mention some important details. Firstly, you must have a script and storyboard for your iMovie. The script addresses the causes of the Civil War and advantages for the Union. Script is also flawless of mechanical and grammatical errors. The storyboard will show evidence of planning through the whole production. =Grading Scale= **A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76),
 * Unit Performance Task (100 points) **
 * C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59).