Unit One Week 4, September 9th – 13th
Homework for the Week • Monday 9/9 • Prep for Tomorrow’s Debate • Tuesday 9/10 • Finish Reflection • Block Day 9/11 & 9/12 • Study for the unit test • Friday 9/13 • Put together packets • Test Review at lunch on Monday! • Test corrections offered at lunch on Tuesday and Wednesday
Agenda: Monday, 9/9/13 • HOT ROC • Test corrections at lunch on Tuesday and Wednesday • Preparation for John Brown hearing • Review the objective • Get in assigned groups • Complete reading of Chapter 9 • Follow directions for your group to prep for the hearing
HOT ROC – Crisis of the 1850s • Read pg 105 and analyze the picture on pg 104. • What does this event tell you about the “climate” in and around the Federal Government before the Civil War?
Congressional Hearing to Investigate John Brown’s raid on Harper’s Ferry • Objective: As a class we will imagine a hearing that never happened. The actions of abolitionist, John Brown, led to a slave revolt. In our class hearing, his actions are reviewed by Congress. In reality, John Brown was executed, but this hearing will give him a chance to live, as well as give us a chance to better understand the historical context of his actions. • Background: Many people fought to end slavery even before the Civil War. Slaves fought to try and win their freedom and free people, called “abolitionists”, worked to end slavery everywhere. For the first 80 years as a country, slavery affected many of the decisions made by the US governments it tried to keep everyone happy by making compromises between pro-slavery people and abolitionists. • Assign groups
John Brown Hearing • Key Questions – Each group will prepare their answers to these 3 key questions: • Is John Brown’s cause righteous? Explain. • Can the US continue to allow states to decide on the issue of slavery or should the federal government make a decision for the entire nation? • Is abolition the right decision for the U.S.? Explain. • Groups: • Hearing Committee • John Brown and 2 of his partners (John Copeland and Shields Green) • Southern states’ rights senators • Southern Plantation owners • Pro-slavery residents of Kansas • Supreme Court justices who ruled against Dred Scott • Northern federalist senators • Northern abolitionists • Abolitionist Residents of Kansas • Freed slaves
Directions: • The Hearing Committee group • Read p.110-114, review p.106-110 • Decide on which debate questions to ask to each of the groups (3-4 questions will be asked to each group) • Write 2-3 questions to ask John Brown and any additional questions you would like to ask the groups • John Brown and his partner(s) • Read p.110-114, review p.106-110 • Find John Brown’s actual speeches from his trial and choose which small sections of these to share at the hearing. • Prepare any additional arguments that you would like to make on your behalf • All the other groups: • Read p.110-114, review p.106-110 • Prepare answers to the debate questions from your group’s point of view • Write a one sentence introduction of your group. • Prepare any additional arguments you would like to add
Debate questions The Hearing Committee will decide which of these questions to ask the groups, as well as have the option to create some of their own questions for the groups: • What should the federal government do about slavery? (some options: abolish, abolish with compensation to plantation owners, abolish and end tariffs, maintain it.) • Are the compromises working to maintain stability in our young nation? What evidence can you use to support why or why not. • Do you believe that slavery can be ended by legal means? • Is popular sovereignty a viable option for future territories hoping to become states? • Can slavery be abolished without bankrupting southern plantation owners? • What financial incentives can the North give southern plantation owners to get them to abolish slavery? • Are vigilante acts, like the underground railroad and John Brown’s raid, inevitable if slavery continues? • Does John Brown’s purpose justify his violent means? • To what extent has the federal gov’t been successful in making the states feel like a united country?
Agenda: 9/10/13 • John Brown trial • Sit with your group in the designated area • Trial and hearing committee’s decision • Reflection: Was the Civil War inevitable? • HW: Finish reflection, if necessary
Trial Format • Each group makes a statement of introduction. • Hearing Committee asks each group questions to help them make a ruling: Is John Brown’s cause righteous? Can the US continue to allow states to decide on the issue of slavery or should the federal government make a decision for the entire nation? Is abolition the right decision for the United States?
Reflection • To what extent was the Civil War inevitable? • Answer in a thesis statement.
Agenda: 9/11-9/12/13 • HOT ROC: Civil War game • Civil War Notes • Add American Civil War and Republican Party to your glossary • Categorization Activity • Review test answers • HW: Study for Unit 1 test next week
HOT ROC: Civil War Game • Players do not look at their cards, but keep them in a packet face down. • Both players now turn their top card face up and put them on the table. Whoever turned the higher card takes both cards and adds them (face down) to the bottom of their packet. • The losing player will also “die” and be forced to sit on the floor. • If the turned up cards are equal there is a war. The tied cards stay on the table and both players play the next card of their pile face down and then another card face-up. Whoever has the higher of the new face-up cards wins the war and adds all cards to their packet. • The game continues until one side has “killed” off all of the players on the other team.
Union and Confederate Resources, 1861 • Prompt: Why did the North win the Civil War? • *Think about the game we just played • Look at the chart on Page 118 • Analyze this chart and use the information to respond to the prompt.
Union Confederacy ~9 million (3 million slaves) President Davis More military skill/experience fortified cities Defensive war The War Begins • ~22 million population • President Lincoln • Resources in North: • Factories • Transportation • Navy = $$$ • Offensive War
Lincoln’s Strategy • Goal #1 Preserving the union • Battle Strategy: • Anaconda Plan • Changing the war from a political to a moral fight • http://www.youtube.com/watch?v=j66i6Ey_IAQ&feature=related
Key Moments in the Civil War • Antietam • 20,000 dead • Poor medical care • Emancipation Proclamation • Free Slaves in the Confederacy • Gettysburg Address • Total War • Ex: Sherman’s March to the Sea
Categorization Activity • You will be divided into different topics. • For the topic you receive, read the appropriate section in chapter 10 and write down the following: • Contributions • Hardships • Similarities and/or differences to today • Report out after everyone is finished
The End • Grant captures Richmond, VA • Lee surrenders April 3 • War ends April 9, 1865 • North wins! • ~620,000 Deaths • President Lincoln assassinated on April 14, 1865 by group of Southerners who want to change the results of the war.
Agenda, 9/13/2013 • HOT ROC: Vocab card quiz • Reconstruction • Define and explain term • Identify and analyze Reconstruction laws • Handout checklist for Unit 1, Part 2 • HW: Finish chart, study for the Unit 1 Test on Tuesday, 9/17
Reconstruction:How was the nation’s commitment to its founding ideals tested during Reconstruction? What does Reconstruction mean? What were some of the challenges for Reconstruction?
Reconstruction of the South • You will see a chart on the next slide. • Use the information from chapter 11 to identify key legislation and groups that emerged during the Reconstruction Era. • For each category, do the following: • Define it. • Provide the date. • Think about, and decide which ideal the term gives or takes away from African-Americans?