S1+Cox,+Daniel

=Stage 1 Identify Desired Results= E1: Historical Knowledge, Concepts, Themes, and Patterns Grade 9- Diploma "Civil War and Reconstruction" 1850-1877** 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. ||
 * **Establish Goals:** **(G)** ||
 * **//Maine Learning Results//: Social Sciences-E History
 * 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**.

//What understandings are desired?//
• 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. ||
 * //Students will understand that:// **(U)** ||
 * • Industrialization of the North allowed them the advantage of infrastructures that lead them to victory in the Civil War.

//What essential questions will be considered?//
• 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? ||
 * **Essential Questions:** **(Q)** ||
 * • If there had been a better balance of industrialization would the South have been able to achieve victory in the Civil War?

//What key knowledge and skills will students acquire as a result of this unit?//
• 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 Appamattox, 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 if the Reconstruction effort had lasted longer with the military occupation, would the freed slaves have achieved full and equal rights before the 1960's. • 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 know:// **(K)** || //Students will be able to do:// **(S)** ||
 * • 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.
 * 2004 ASCD and Grant Wiggins and Jay McTighe**