Civil+War

Concept One: Research Skills for History Evaluate primary and secondary sources for: a. authors’ main points b. purpose and perspective c. facts vs. opinions d. different points of view on the same historical event (e.g., Geography Concept 6 – geographical perspective can be different from economic perspective) e. credibility and validity
 * Civil War Lesson Plan for TEC-546**
 * **Beginnings of the Civil War**
 * AZ Teaching Standards:**

Concept 6: Civil War and Reconstruction Explain the economic, social, and political causes of the Civil War: a. economic and social differences between the North, South, and West b. balance of power in the Senate (e.g., Missouri and 1850 Compromises) c. extension of slavery into the territories (e.g., Dred Scott Decision, the Kansas-Nebraska Act) e. debate over popular sovereignty/states’ rights.

**Revised Bloom's Taxonomy:** Understanding, Analyzing, Applying

 For students to gain an understanding of the underlying causes of the Civil War.
 * Goals of the Lesson: **

To teach students about the events and causes that led to the start of the Civil War by looking at and analyzing political cartoons. Students will be either in the classroom or they will be in the library.
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Objectives: **

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">If the teacher is in the classroom, students will have a traditional mini-lecture that will also include maps, political cartoons and paintings that illustrate the causes of the Civil War.

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">If the class is able to be in the library, students will be able to visit appropriate websites or use the teacher's computer to display on a screen via a projector. || **<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Technological Assessment Tools: **<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> Quiz Using Student Responders and Twitter <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">**Pre-Lesson:** Ask students what they know about the Civil War. Teacher or a student will write student responses.

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">**Lesson:** We will be looking at political carto ons and analyzing them to figure out what the causes of the Civil War were.

Before looking at the political cartoons, ask students what they know about political cartoons (they bring light on injustice, they show politicians in good and bad situations, etc.).


 * Political Cartoons will either be handed out or displayed on a screen for students to look at.
 * Students will find topics such as slavery, rebellion, as well as historical figures including Grant, Lincoln, Frederic Douglass, etc.
 * After looking at the political cartoons,students will start understanding the issues underlying the beginning of the Civil War.


 * Post-Lesson:** Students will use student responders to answer questions for the teacher to check students' understanding of the lesson.

Q1: Slavery was an issue of the Civil War. Yes. Q2: Both women and slaves were considered to be free people. No. Q3: Cotton was an important issue between the southern and northern states. Yes. Q4: Many soldiers were unforced volunteers. Yes. Q5: All of America loved Abraham Lincoln as president. No.
 * Student Responder Quiz:** After looking at the cartoons, use your "clickers" to answer yes or no to the following questions:

Students will also receive a exit question that they will post to twitter. Exit Question: Please tweet one thing that you learned today.

Quiz Results: ||

Before looking at the political cartoons, I asked the students what they already knew about the Civil War and wrote down their answers on the white board. From the exit question asking students to tweet one thing that they learned, I would re-teach the roles of England and France during the Civil War. During the course of the unit, students will learn more about the issues they discovered, such as secession, taxes, slavery, etc. It would be interesting to go back and have students re-analyze the political cartoons.
 * Question || Yes || No || No Response ||
 * One || 18 || 0 || 0 ||
 * Two || O || 18 || 0 ||
 * Three || 18 || 0 || 0 ||
 * Four || 7 || 10 || 1 ||
 * Five || 0 || 18 || 0 ||