S+Cox,+Daniel


 * U.S. History IA** **Syllabus**

Office: RM 134, Smith Hall Office Phone: (207) 332-9584 Office Hours: M, W, F 1:00-4:00 pm**
 * Teacher: Daniel Cox
 * E-mail: daniel.cox@maine.edu**

depth and understanding of the events leading up, during and immediately following the Civil War. Students will be provided the opportunity to demonstrate their mastery of the knowledge over the course of the unit. The unit will culminate with a digital story and presentation over one of the major battles of the Civil War. Students will engage in activities that will demonstrate the sheer will and determination of the fighting soldier of the Confederacy. The lessons will strive to instill in the student the history and significance of this period. The students will also be better able to draw parallels with today's world conflicts and how they are similar and dissimilar to the Civil War. ||
 * =Summary of Unit= ||
 * The attached unit covers the United States Civil War utilizing a multi-intelligence approach to provide greater

E1: Historical Knowledge, Concepts, Themes, and Patterns Grade 9- Diploma "Civil War and Reconstruction" 1850-1877 Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy ideals and institutions in the world. b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and the world and the implications for the present and future.
 * Maine Learning Results: Social Sciences-E History

• Industrialization of the North allowed them the advantage of infrastructures that lead them to victory in the Civil War. • Confederacy's inability to trade during the Civil War led to their ultimate failure. • The military leadership advantage did not give the South the ability to achieve victory during the Civil War.

• If there had been a better balance of industrialization would the South have been able to achieve victory in the Civil War? • If the Confederacy had been able to obtain better trade relations with England and other countries would that have changed the outcome of the Civil War? • Why did the military leadership advantage, which rested with the Confederacy, not lead them to victory?

• Critical Details: chief trade goods, monetary amounts of treasuries at the start of the Civil War, infrastructure of roadways and railways, manufactured versus purchased goods, ability to manufacture goods and ability to transport goods to the forward lines. • Important Events and People: Military and governmental leaders, Fort Sumter, Bull Run, Gettysburg, Andersonville, Compromise of 1820, Kansas-Nebraska Act, Mexican-American War, Dred Scott Decision, Underground Railroad, Abraham Lincoln, and Stephen Davis. • Sequence and Timelines: Fort Sumter to Appomattox, Compromise of 1820-Dred Scott Decision.

• Explain the major differences in industrialization between the North and the South and the impact on the Civil War. • Evaluate the economic impact of trade and trade goods during the Civil War for both the North and the South. • Decide if the South had better trade relations with France and England what impact that would have made during the Civil War. • b. Analyze and cirtique major historical 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. • Consider the fighting strength after Pickett's Charge and the mental impact of the death toll following the Battle of Gettysburg • Recognize the impact on the popular support in the Confederate states following the defeat at Gettysburg and how that impacted the overall perception of the war. ||
 * Students will be divided into groups of four and each group will be assigned a battle from the Civil War. Each group will consist of two pairs, one to portray Union Generals and one to portray Confederate Generals selected from the list presented to each group. Each student will research the General, present a brief biography of their General and assume their role in the battle. They will be expected to recreate the battle using modern technology that is equivalent to what would have been available to the generals during the actual battles. They will present their findings in the form of a digital story showing how they would have prevailed or would remain victorious at the respective battles. The students will present the final conclusion as a live portion of the project. The judges will be Historical Society Members from the battlefields and will determine if they are in agreement with the students' findings. ||


 * =Expectations= ||
 * The student is expected to be in attendance for each class period. If a student should have an excused absence it is the responsibility of the student to discuss with the teacher when any missed work will be made up. The student should contact a fellow student to get any missed notes from that period. If the period includes a powerpoint or some form of electronic medium the teacher will email the notes to the student. ||


 * =Benchmarks= ||

subject. A student must achieve a rank of at least 60 (D-) in order to receive credit for that subject. GRADE SCALE: A+ (98-100) C+ (77-79) A (95-97) C (74-76) A- (90-94) C- (70-73) B+ (87-89) D+ (67-69) B (84-86) D (64-66) B- (80-83) D- (60-63) F (59 and below) ||
 * =Grading Scale= ||
 * The basis for the academic achievement mark is the teacher’s evaluation of the quality of the student’s performance in a