Date/day: Day 1: The Slavery Debate

Standards: 8.H.2.1 Explain the impact of economic, political, social, and military conflicts
(e.g. war, slavery, states rights, and citizenship and immigration policies) on the development
of North Carolina and the United States.
8.H.2.3 Summarize the role of debate, compromise, and negotiation during significant
periods in the history of North Carolina and the United States.
21st Century Learning Goals: Students will collaborate with one another to share ideas and
think critically.
Overview: Students will learn about how the territory gained from the Mexican-American war
created a slavery conflict within the country, how the Compromise of 1850 aimed to fix this,
and the two perspectives concerning the slavery debate.
EQ: How did the territory gained from the Mexican-American war create conflict within the
country?
What is the Compromise of 1850 and how does it attempt to solve the problem?
Learning Targets: I know how the Mexican-American war created conflict.
I can explain the Compromise of 1850 and how it was formed.
I understand the slavery debate from both the Northern and Southern perspective.
Assessment: 1. Students will complete guided notes from the presentation to understand
important points, events, and people.
2. Students will be given a blank map of 1850s United States. They will label and shade in
states to distinguish the slave states, free states, and popular sovereignty states.
3. Students, in pairs, will create pro-con charts of the Compromise of 1850 from both the
Northern and Southern perspective.
4. Students will turn in an exit slip answering the EQs for the day.
Instruction: Class will begin by watching a parody of Taylor Swifts Shake it Off about
the Compromise of 1850
The teacher will provide an overview of the events leading up to the Missouri Compromise
via presentation and guided notes: Wilmot Proviso, Free-Soil party, election of 1848, Clay vs.
Calhoun, and the five bills making the Compromise (including Fugitive Slave Act)
Students will be given a blank map of 1850s United States. They will label and shade in
states to distinguish the slave states, free states, and popular sovereignty states.
Students will be paired up to create their pro-con charts.
Students will turn in exit slips to summarize the lesson.
Resources: Video: https://www.youtube.com/watch?v=e_c_xpBaT2A
1850s US map:
http://wps.ablongman.com/wps/media/objects/579/592970/BlankMaps/UNITED~3.GIF
Date/Day: Day 2- Failure of the Compromise
Standards: 8.H.1.2 Summarize the literal meaning of historical documents in order to
establish context.
8.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
8.C&G.1.1 Summarize democratic ideals expressed in local, state, and national government
21st Century Learning Goals: Students will write a newspaper editor letter and use an online

newspaper generator to learn to use new digital tools.

Overview: Students will learn about how the compromises previously made led to new
disputes about slavery and a national crisis.
EQ: How did the Kansas-Nebraska act contribute to heightened tensions in the nation?
Why was Bleeding Kansas a significant event?
How does Uncle Toms Cabin represent the anti-slavery moment?
Learning Targets: I can explain why Uncle Toms Cabin was a major part of the anti-slavery
moment.
I know what the Kansas-Nebraska Act is and how it contributed to problems.
I can explain what happened at Bleeding Kansas and the effects it had.
Assessment: 1. Student discussions from political cartoon, Uncle Toms Cabin, and video
2. Student journals about Uncle Toms Cabin
3. Letter to the editor assignment
Instruction: Class will begin by viewing this political cartoon and analyzing its meaning.
Students will independently read the excerpt of Uncle Toms Cabin. They will then get in
groups of three (pre-determined by teacher to place students with higher reading levels with
students with lower reading levels) and discuss the following questions and write answers in
their journals.
o What emotions was Stowe trying to appeal to her readers?
o How do you think this novel affected the popular opinion of slavery?
o Why do you think Abraham Lincoln referred to Harriet Beecher Stowe as the little lady
who started this big war?
Students will watch the Ted video about the Kansas-Nebraska Act and answer the
following questions on a worksheet:
o Why did Douglas want a transcontinental railroad?
o What would the Kansas-Nebraska Act do?
o How would it be decided if the states had slaves?
o Why did 91% of Northerners not support the act?
o Which two parties converged to form the Whig party?
o What was Bleeding Kansas?
Teacher will lead a discussion of the questions.
Students will write a letter to the editor of a national newspaper from the perspective of
either a pro or anti-slavery settler in Kansas trying to urge people to accept their view of
slavery. Students will use a newspaper generator website to publish their letter in newspaper
form.
Resources: Political cartoon:
http://www.latinamericanstudies.org/slavery/Slavery_Free_Soiler_cartoon.jpg
Uncle Toms Cabin excerpt:
http://www.syracusecityschools.com/tfiles/folder836/excerpt_from_uncle_toms_cabin.pdf
How One Piece of Legislation Divided a Nation video: https://www.youtube.com/watch?
v=oWww0YIf-JE
Newspaper generator website: http://www.fodey.com/generators/newspaper/snippet.asp

Date/Day: Day 3- Political Division

Standards: 8.C&G.1.3 Analyze differing viewpoints on the scope and power of state and
national governments
8.C&G.1.4 Analyze access to democratic rights and freedoms among various groups in
North Carolina and the United States
21st Century Learning Goals: Students will connect their learning to social media literacy.
Overview: Students will learn about how the controversy surrounding the Dred Scott decision
and how it deepened the divide of North and South. They will also use their funds of
knowledge about political elections in their own lives to compare and contrast how elections
are affected by technology.
EQ: What is the Dred Scott case and why was it controversial?
How did the government think of slaves as a part of the United States?
Learning Targets: I understand how the Dred Scott decision contributed to more conflict
within the slavery debate.
I can explain how the government thought of slaves compared to white men.
Assessment: 1. Review game responses
2.
Lincoln tweets assignment
3.
Exit slips
Instruction: Class will begin with a review game called Koosh Ball to cover previous
events from the unit. Students will be split into three teams for the game and will receive a
point for each correct answer.
Students will watch the video about the Dred Scott case.
Students will then create a Twitter page for Abraham Lincoln and pretend that they are a
part of his PR team. What would Lincoln tweet in response to the decision? Students may use
their own inferences, quotes, pictures, or anything else to portray Lincoln and other
abolitionists feelings about the case.
Before leaving, students will provide an exit slip answer the questions: What did the
Supreme Court rule with the Dred Scott case? What were the reactions from the North and
South?
Resources: Koosh Ball game: http://exchange.smarttech.com/details?id=60d4b5ed-b9bf-42508c8c-7c854fe19c61
Dred Scott video: http://www.history.com/topics/black-history/dred-scott-case/videos
Date/Day: Day 4- A House Divided
Standards: 8.C&G.1.4 Analyze access to democratic rights and freedoms among various
groups in North Carolina and the United States
8.H.3.4 Compare historical and contemporary issues to understand continuity and change
in the development of North Carolina and the United States.
21st Century Learning Goals: Students will explore the online US Election Atlas to
determine historical facts.
Students will convert forms of media.
Overview: Students will learn about the Lincoln-Douglas debates and relive the election of
1860. These activities will allow students to compare how elections and debates were done
compared to today.

EQ: How were the Lincoln-Douglas debates an important platform for Lincoln?
How are elections the same and different then as they are today?
Learning Targets: I know what the Lincoln-Douglas debates were and how they helped shape
Lincolns reputation for presidency.
I can explain how presidential campaigns are different from todays.
Assessment: 1. Campaign advertisements
2. Election chart
3. Exit slip
Instruction: Class will begin by viewing a video about the Lincoln-Douglas debates
Students will use the history.com page as well as any other credible source to create a
campaign advertisement for Lincoln or Douglas. Students will work in groups of 4 and work to
create a 30 second script and act it out for the class. Students should use facts, quotes, and
embody the candidates ideas.
Students will fill out a chart with John Bell, John Breckenridge, Stephen Douglas, and
Abraham Lincoln. Students will discover their party, beliefs, and find one primary source from
their campaign. They will then use US Election Atlas to determine the results of the election.
Exit slip questions: Why were the Lincoln-Douglas debates important for Lincoln even
though he did not win the senate and later went on to be president?
Resources: Lincoln-Douglas debates video: http://www.history.com/topics/lincoln-douglasdebates/videos/gilder-lehrman-house-divided
History.com: http://www.history.com/topics/lincoln-douglas-debates
US Election Atlas: http://uselectionatlas.org/RESULTS/national.php?year=1860
Date/Day: Day 5- The Nation Dissolved
Standards: 8.C&G.1.1 Summarize democratic ideals expressed in local, state, and national
government
8.C&G.1.3 Analyze differing viewpoints on the scope and power of state and national
governments
21st Century Learning Goals: Students will process information from various resources
including videos, presentations, and puzzles.
Overview: Students will learn about the creation of the Confederate States of America, why
they seceded, and how it contributed to the start of the Civil War.
EQ: Why did the Southern states break away from the country to form the Confederate States
of America?
How did the creation of the Confederacy lead to Civil War?
Learning Targets: I know what it means to secede.
I can explain the reasons the South had for seceding.
I understand why the creation of the Confederate States of America led to the commencement
of the Civil War.
Assessment: 1. Discussion
2. Labeled map activity
3. Exit slip
Instruction: Class will begin by viewing a parody of Hooked on a Feeling, called The
South has Seceded
Students will learn about the secession of the southern states through a Prezi presentation.

They will take their own notes about the states that seceded and reasons.
Throughout, teacher will ask discussion questions to ask for opinions and
acknowledgement of two perspectives.
Students will be split into groups and given large puzzle pieces in the shape of states. Once
the states are put together to form 1861 United States, students will color code the states to
identify Union or Confederacy.
Exit slip: What does it mean to secede? How did the election of Abraham Lincoln
contribute to the creation of the Confederacy?
Resources: The South has Seceded video: https://www.youtube.com/watch?v=pDgbXqxe7SQ

Date/day: Day 6 - Secession of the South & The Start of the War
Standards:
8.H.2.1
Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery,
states rights and citizenship and immigration policies) on the development of North Carolina
and the United States.
8.H.3.3
Explain how individuals and groups have influenced economic, political and social change in
North Carolina and the United States.
8.C&G.1
Summarize democratic ideals expressed in local, state, and national government (e.g. limited
government, popular sovereignty, separation of powers, republicanism, federalism and
individual rights).
21st Century Learning Goals:
I will think critically about the start of the Civil War.
I will try to comprehend the events that started the war through a variety of mediums.
Overview: Students will study the beginning of the Civil War with the secession of the South
and the attack on Fort Sumter. They will learn of the events from that point until the Battle at
Bull Run.
EQ: What signaled the start of the Civil War?
Learning Targets:
I will learn about the secession of the South and how this marked a nation divided.
I will learn what started the Civil War.
I will understand the beginning of the Civil War.
Assessment:
Students will participate in open class discussion and take notes during the lecture. (formative)
Instruction:
The teacher will provide discussion questions and lecture using an interactive online
presentation. At the end of the presentation, the teacher will play a Youtube video basically
summarizing the events from secession to the attack on Fort Sumter, as the beginning of the
war.

Resources: https://www.youtube.com/watch?v=t9dNDWzsZTI
The Americans Grade 8 Textbook

Date/Day: Day 7 - Battle at Bull Run & Battle at Antietam

Standards:
8.H.2.1
Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery,
states rights and citizenship and immigration policies) on the development of North Carolina
and the United States.
8.H.3.3
Explain how individuals and groups have influenced economic, political and social change in
North Carolina and the United States.
21st Century Learning Goals:
Overview: Students will learn about the events surrounding the Battle at Bull Run to the
Battle at Antietam.
EQ: How can I compare and contrast different Civil War battles?
Learning Targets:
I will be able to explain the events from the Battle at Bull Run to the Battle at
Antietam.
I will be able to compare and contrast different Civil War battles, generals, and
statistics.
Assessment:
Students will begin keeping track of Compare and Contrast Union vs. Confederacy Charts for
the information through the course of this weeks lessons. (formative)
Instruction:
The teacher will introduce the Compare and Contrast chart, explaining how students should fill
in the different parts of the chart. Then, the lecture will begin, accompanied by relevant media.
At the end of the class period, the teacher will direct the students in open discussion about their
charts.
Resources: http://www.history.com/images/media/pdf/CivilWar150Guide.pdf
Battle at Bull Run https://www.youtube.com/watch?v=6HuNCXLCsAY
Battle at Shiloh (optional) https://www.youtube.com/watch?v=qjiSot4djJ0;
https://www.youtube.com/watch?v=zkD_LGe_FUE
Battle of New Orleans (optional) https://www.youtube.com/watch?v=LpyskhwuOgc
Seven Days Battles (optional) https://www.youtube.com/watch?v=MEeBckX0_wk
Second Battle of Bull Run https://www.youtube.com/watch?v=sNtzxJHCArI
Battle at Antietam, goes into Emancipation Proclamation a bit
https://www.youtube.com/watch?v=HjIbFTrqwU8
The Americans Grade 8 Textbook

Date/Day: Day 8 - Emancipation Proclamation

Standards:
8.H.2.1

Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery,
states rights and citizenship and immigration policies) on the development of North Carolina
and the United States.
8.H.2.2
Summarize how leadership and citizen actions (e.g. the founding fathers, the Regulators, the
Greensboro Four, and participants of the Wilmington Race Riots, 1898) influenced the
outcome of key conflicts in North Carolina and the United States.
8.H.2.3
Summarize the role of debate, compromise, and negotiation during significant periods in the
history of North Carolina and the United States.
8.H.3.3
Explain how individuals and groups have influenced economic, political and social change in
North Carolina and the United States.
8.C&G.1
Summarize democratic ideals expressed in local, state, and national government (e.g. limited
government, popular sovereignty, separation of powers, republicanism, federalism and
individual rights).
21st Century Learning Goals:
I will think critically about the Emancipation Proclamation and what the Civil War became
about.
Overview: Students will study the Emancipation Proclamation and what impact this started to
have on gaining rights for a group of people. The students will also study how there were still
instances of discrimination, even after the Emancipation Proclamation was passed.
EQ: Why was the Emancipation Proclamation significant? What did it mean for African
Americans?
Learning Targets:
I will be able to understand why the Emancipation Proclamation was important for
African Americans.
I will understand that there were still instances of discrimination towards African
Americans after the legislation passed.
Assessment:
The teacher will lead the class in a lecture, using relevant media to the Emancipation
Proclamation. Students will participate in class discussion at the end of the class period.
(formative)
Instruction:
Students will take notes during the lecture and participate in class discussion.
Resources: https://www.youtube.com/watch?v=XWrQ5VBZi2E or
History in Five https://www.youtube.com/watch?v=zt65UV6Fspc
The Americans Grade 8 Textbook

Date/Day: Day 9 - Battle at Gettysburg & Battle at Vicksburg

Standards:
8.H.2.1
Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery,

states rights and citizenship and immigration policies) on the development of North Carolina
and the United States.
8.H.2.2
Summarize how leadership and citizen actions (e.g. the founding fathers, the Regulators, the
Greensboro Four, and participants of the Wilmington Race Riots, 1898) influenced the
outcome of key conflicts in North Carolina and the United States.
8.H.2.3
Summarize the role of debate, compromise, and negotiation during significant periods in the
history of North Carolina and the United States.
8.H.3.3
Explain how individuals and groups have influenced economic, political and social change in
North Carolina and the United States.
8.C&G.1
Summarize democratic ideals expressed in local, state, and national government (e.g. limited
government, popular sovereignty, separation of powers, republicanism, federalism and
individual rights).
21st Century Learning Goals:
I can critically think about Civil War Battles and events.
Overview: Students will study the events from the Battle of Gettysburg and the Battle of
Vicksburg through Shermans March and the Election of 1864.
EQ: How can I compare and contrast different Civil War battles? Why was the Battle of
Gettysburg the turning point of the war?
Learning Targets:
I will be able to compare and contrast different Civil War battles, generals, and
statistics.
I will be able to explain the Civil War, from beginning to end.
I will understand the progression of the war and compare and contrast the different
sides victories and defeats.
I will be able to explain why the Battle of Gettysburg was the turning point of the Civil
War.
Assessment:
Students will complete another Compare and Contrast chart for the battles of 1863 to the end
of the war. The teacher will guide the class in an open discussion on their charts. (formative)
Instruction:
The teacher will begin the lecture with the Battles beginning in 1863 and going up until the
end of the war, using relevant media. The students will fill out their Compare and Contrast
charts and then have an open discussion of their charts in small groups.
Resources: Online version of the Gettysburg Address and other resources within it
http://www.history.com/topics/american-civil-war/gettysburg-address
Battle of Chancellorsville (optional) https://www.youtube.com/watch?v=Ph8ni6EHnRQ
Battle at Gettysburg https://www.youtube.com/watch?v=7ALyq3seK2g
Battle of Vicksburg https://www.youtube.com/watch?v=9BG1CVjXvxI (video created by 8th
graders)
Battle at Chickamauga (optional) https://www.youtube.com/watch?v=dNi7qiLhRws

Battle at Chattanooga (optional) https://www.youtube.com/watch?v=37boau3WjdI

The Americans Grade 8 Textbook

Date/Day: Day 10 - Field Trip Day

Standards:
8.H.2.1
Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery,
states rights and citizenship and immigration policies) on the development of North Carolina
and the United States.
8.H.2.3
Summarize the role of debate, compromise, and negotiation during significant periods in the
history of North Carolina and the United States.
8.H.3.3
Explain how individuals and groups have influenced economic, political and social change in
North Carolina and the United States.
8.C&G.1
Summarize democratic ideals expressed in local, state, and national government (e.g. limited
government, popular sovereignty, separation of powers, republicanism, federalism and
individual rights).
21st Century Learning Goals:
I will communicate effectively and appropriately with elderly patients in a nursing home about
their historical pasts.
I will form critical thoughts about their past through my own historical lens.
Overview: Students will go on a field trip to a nursing home as part of their Service Learning
Project.
EQ: What are ways that we can preserve history?
Learning Targets:
I will learn how to appropriately interview someone and organize my findings.
Assessment:
Service learning project (summative)

Date/Day: Day 11-13

Standards:
8.H.2.1
Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery,
states rights and citizenship and immigration policies) on the development of North Carolina
and the United States.
8.H.3.3

Explain how individuals and groups have influenced economic, political and social change in
North Carolina and the United States.
8.C&G.1
Summarize democratic ideals expressed in local, state, and national government (e.g. limited
government, popular sovereignty, separation of powers, republicanism, federalism and
individual rights).
21st Century Learning Goals:
I will use critical thinking and problem solving skills to analyze the impact of the Election of
1864
I will gain civic literacy skills in the area of voting and American presidential elections.
I will gain communication and collaboration skills by working in teams and participating in a
debate.
Overview: Students will learn about the Election of 1864, how it was impacted by the past
events of the war, and how it impacted the future of the war.
EQ: Why was Abraham Lincoln re-elected in 1864 and why was that significant?
Learning Targets:
I will understand the beliefs of Lincoln and McClellan and why people
favored/opposed them
I will understand how the Civil War influenced voters in the election of 1864
I will understand how Lincolns re-election impacted the end of the Civil War
Assessment:
Students will be on the side of McClellan or Lincoln and conduct a debate on who should
continue as President
Instruction:
Begin class with a brief review of what they have learned about so far. Ask questions about
the war. Who is winning? Who is losing? What is America like? How do you think the Union
feels about Lincoln? The confederacy? Then, explain that, in the middle of all that turmoilLincoln has to run for re-election.
Explain Lincolns main platform during the election. What did he value? What did he think
was the best course of action to end the war?
Then, explain the same about McClellan. What did he think was best for the United States?
Next, look at some political cartoons from the election. Have students discuss them in small
groups: Are they pro-Lincoln or pro-McClellan? What does the picture imply about the
candidate(s)? Why might a person be motivated to draw this cartoon?
Give out whiteboards. Read statements such as, I believe in continuing to use paper money
as currency or I will do whatever it takes to obtain peace and have students write on the
whiteboard whether Lincoln or McClellan would say that. Have students talk about why they
think the candidate said that.
Break up the class into two groups: McClellan or Lincoln. To make the groups a little smaller,
break them into groups based on specific issues. Then have a class debate on 1864 issues with
students taking the side of either Lincoln or McClellan.
Resources:
http://www.civilwar.org/education/history/primarysources/1864-campaign-cartoons.html
Date/Day: 14-15

Standards:
8.H.2.1
Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery,
states rights and citizenship and immigration policies) on the development of North Carolina
and the United States.
8.H.3.3
Explain how individuals and groups have influenced economic, political and social change in
North Carolina and the United States.
8.C&G.1
Summarize democratic ideals expressed in local, state, and national government (e.g. limited
government, popular sovereignty, separation of powers, republicanism, federalism and
individual rights).
8.H.2.2
Summarize how leadership and citizen actions (e.g. the founding fathers, the Regulators, the
Greensboro Four, and participants of the Wilmington Race Riots, 1898) influenced the
outcome of key conflicts in North Carolina and the United States.
8.H.2.3
Summarize the role of debate, compromise, and negotiation during significant periods in the
history of North Carolina and the United States.
21st Century Learning Goals:
I will gain problem solving and critical thinking skills by analyzing the impact of individual
events that led to the surrender of the Confederacy.
I will gain communication and collaboration skills by working with a team.
Overview: Students will learn about the last factors that contributed to the surrender at the
Appomattox Courthouse.
EQ: What events led to the Confederacys surrender and why did they choose to do so?
Learning Targets:
I will understand the events that led to the end of the Civil War
I will understand the reasons for General Lees surrender
I will understand the conditions for the confederacys surrender and why they are
significant
Assessment:
Students will write a news article as a reporter present at the Appomattox Courthouse, ensuring
that they include why there was a surrender and what the terms were.
Instruction:
Teacher will begin by explaining that, in 1865, the Civil War finally ended with General
Robert E. Lee of the Confederacy surrendering to Ulysses S. Grant of the Union. Then, the
teacher will explain that they are exploring why that is.
Folders will be placed on each table in the classroom. They will contain cartoons, articles,
graphs, etc. about the topic. The topics are: Lincoln the Union-Preserver, Shermans March to
the Sea, The Emancipation Proclamation, Union vs. Confederacy advantages and
disadvantages, and Lincolns Terms for Surrender. Students will be given time to read through
their folder and take notes on the topic with their group. They will then pass the folders and do
the same with the next one until they have gone through all of them. Then, one representative
from each group will take the groups notes about the topic they last landed on and share with

the new group about the topic. The groups role is to actively listen to the reporter and to note
anything their group missed. When the reporter returns to their original group, they will
explain any new information they learned.
Students will then use their notes to compose their article about the surrender at Appomattox.
Resources: