ALEX Learning Activity

  

Causes of the Civil War

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  This learning activity provided by:  
Author: Chris Inman
Organization:Athens State University
  General Activity Information  
Activity ID: 177
Title:
Causes of the Civil War
Digital Tool/Resource:
Causes of the Civil War/Xtranormal Video
Web Address – URL:
Overview:

The Xtranormal video depicts a discussion about the causes of the U.S. Civil War between Barack Obama and Abraham Lincoln. Both presidents are represented by cartoon avatars that resemble each president. **Because the video is from YouTube, instructions for how to address potential school site Internet blockages are listed in the "Advanced Preparation" section of this page.

  Associated Standards and Objectives  
Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 5
United States Studies: Beginnings to the Industrial Revolution
11 ) Identify causes of the Civil War, including states' rights and the issue of slavery.

•  Describing the importance of the Missouri Compromise, Nat Turner's insurrection, the Compromise of 1850, the Dred Scott decision, John Brown's rebellion, and the election of 1860
•  Recognizing key Northern and Southern personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, William Tecumseh Sherman, and Joseph Wheeler (Alabama)
•  Describing social, economic, and political conditions that affected citizens during the Civil War
•  Identifying Alabama's role in the Civil War (Alabama)
Examples: Montgomery as the first capital of the Confederacy, Winston County's opposition to Alabama's secession (Alabama)

•  Locating on a map sites important to the Civil War
Examples: Mason-Dixon Line, Fort Sumter, Appomattox, Gettysburg, Confederate states, Union states (Alabama)

•  Explaining events that led to the conclusion of the Civil War
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence Of Student Attainment:
Students:
  • Identify and explain the causes of the Civil War, including issues of states' rights, conflicts regarding slavery, important events, regional differences, and social, economic, and political conditions.
  • Describe Alabama's role in the Civil War.
Teacher Vocabulary:
  • Civil War
  • Missouri Compromise
  • insurrection
  • opposition
  • rebellion
  • personalities
  • political conditions
  • confederacy
  • secession
Knowledge:
Students know:
  • Causes of the Civil War, including issues of states' rights and slavery.
  • The importance of the Missouri Compromise, Nat Turner's insurrection, the Compromise of 1850, the Dred Scott decision, John Brown's rebellion, and the election of 1860.
  • Key Northern and Southern personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, William Tecumseh Sherman, and Joseph Wheeler.
  • Social, economic, and political conditions that affected citizens during the Civil War.
  • Alabama's role in the Civil War (Montgomery as the first capital of the Confederacy, Winston County's opposition to Alabama's secession).
Skills:
Students are able to:
  • Locate key places and events on a physical and political map.
  • Identify and analyze the causes of political conflict Identify key people and explain their role throughout the Civil War.
  • Describe and draw conclusions about the war affected the citizens of the United States.
  • Interpret and define the role of Alabama in the Civil War.
Understanding:
Students understand that:
  • There were many factors that led to the Civil War.
  • Key people and ordinary citizens contributed to and were impacted by the Civil War.
  • Alabama responded to, participated in, and was impacted by the Civil War.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.5.11 Define civil war; recognize one or more key figures of the Civil War, including Abraham Lincoln and Jefferson Davis; label a map of the United States with Southern and Northern states involved in the Civil War.
SS.AAS.5.11a - Identifying Alabama's role in the Civil War. Example: Montgomery was the first Confederate capitol.


Social Studies
SS2010 (2010)
Grade: 10
United States History I: Beginnings to the Industrial Revolution
7 ) Describe causes, courses, and consequences of United States' expansionism prior to the Civil War, including the Treaty of Paris of 1783, the Northwest Ordinance of 1785, the Northwest Ordinance of 1787, the Louisiana Purchase, the Indian Removal Act, the Trail of Tears, Manifest Destiny, the Mexican War and Cession, Texas Independence, the acquisition of Oregon, the California Gold Rush, and the Western Trails. [A.1.a., A.1.c., A.1.e., A.1.f., A.1.g., A.1.i., A.1.j.]

Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States History I: Beginnings to the Industrial Revolution
Evidence Of Student Attainment:
Students:
  • Analyze the causes, courses, and consequences of United States' expansionism prior to the Civil War.
Teacher Vocabulary:
  • interpretation
  • Ordinance
  • expansionism
  • Manifest Destiny
Knowledge:
Students know:
  • The causes of United States' expansionism prior to the Civil War.
  • The courses of United States' expansionism prior to the Civil War.
  • The consequences of United States' expansionism prior to the Civil War.
  • Causes and effects of documents related to U.S. expansionism prior to the Civil War, including the Treaty of Paris of 1783, the Northwest Ordinance of 1785, the Northwest Ordinance of 1787, the Louisiana Purchase, and the Indian Removal Act Causes and effects of vital events and ideas related to expansionism prior to the Civil War, including the Trail of Tears, Manifest Destiny, the Mexican War and Cession, Texas Independence, the acquisition of Oregon, the California Gold Rush, and the Western Trails.
Skills:
Students are able to:
  • Locate points on a map.
  • Describe causes, courses, and consequences of United States' expansionism prior to the Civil War.
  • Analyze primary sources relating to the United States' expansionism prior to the Civil War.
  • Analyze key events and ideas that influenced U.S. expansionism prior to the Civil War.
Understanding:
Students understand that:
  • There were many causes, courses, and consequences of United States' expansionism prior to the Civil War.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.10.7- Understand the concept of Manifest Destiny; identify and describe events of the U.S. expansion prior to the Civil War.


Social Studies
SS2010 (2010)
Grade: 10
United States History I: Beginnings to the Industrial Revolution
12 ) Describe the founding of the first abolitionist societies by Benjamin Rush and Benjamin Franklin and the role played by later critics of slavery, including William Lloyd Garrison, Frederick Douglass, Sojourner Truth, Angelina and Sarah Grimké, Henry David Thoreau, and Charles Sumner. [A.1.a., A.1.c., A.1.e., A.1.f., A.1.g., A.1.i., A.1.j.]

•  Describing the rise of religious movements in opposition to slavery, including objections of the Quakers
•  Explaining the importance of the Northwest Ordinance of 1787 that banned slavery in new states north of the Ohio River
•  Describing the rise of the Underground Railroad and its leaders, including Harriet Tubman and the impact of Harriet Beecher Stowe's Uncle Tom's Cabin, on the abolitionist movement
Unpacked Content
Strand: Geography, History, Civics and Government
Course Title: United States History I: Beginnings to the Industrial Revolution
Evidence Of Student Attainment:
Students:
  • Evaluate the impact of the abolitionist movement on the United States from the earliest groups, leaders, and legislation until right before the Civil War.
Teacher Vocabulary:
  • impact
Knowledge:
Students know:
  • Details of the founding of the first abolitionist societies by Benjamin Rush and Benjamin Franklin.
  • The role played by later critics of slavery, including William Lloyd Garrison, Frederick Douglass, Sojourner Truth, Angelina and Sarah Grimke', Henry David Thoreau, and Charles Sumner.
  • The role of religious movements in opposition to slavery, including objections of the Quakers.
  • The impact of the Northwest Ordinance of 1787 that banned slavery in new states north of the Ohio River.
  • How the Underground Railroad developed, its impact on American society in the North and in the South, and its leaders, including Harriet Tubman.
  • The impact of Harriet Beecher Stowe's Uncle Tom's Cabin on the abolitionist movement.
Skills:
Students are able to:
  • Compare the first abolitionist societies by Benjamin Rush and Benjamin Franklin to the development of later abolitionist societies.
  • Describe the rise of religious of movements in opposition to slavery.
  • Explain the importance of the Northwest Ordinance of 1787.
  • Describe the rise of the Underground Railroad and it's leaders.
Understanding:
Students understand that:
  • There was an important abolitionist movement in the United States from the earliest leaders and groups through the later groups, leaders, and legislation.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.10.12- Define abolition; understand the purpose of the abolitionist movement; identify important leaders and contributions of the abolitionist movement.


Social Studies
SS2010 (2010)
Grade: 10
United States History I: Beginnings to the Industrial Revolution
13 ) Summarize major legislation and court decisions from 1800 to 1861 that led to increasing sectionalism, including the Missouri Compromise of 1820, the Compromise of 1850, the Fugitive Slave Acts, the Kansas-Nebraska Act, and the Dred Scott decision. [A.1.a., A.1.c., A.1.e., A.1.f., A.1.g., A.1.i., A.1.j.]

•  Describing Alabama's role in the developing sectionalism of the United States from 1819 to 1861, including participation in slavery, secession, the Indian War, and reliance on cotton (Alabama)
•  Analyzing the Westward Expansion from 1803 to 1861 to determine its effect on sectionalism, including the Louisiana Purchase, Texas Annexation, and the Mexican Cession
•  Describing tariff debates and the nullification crisis between 1800 and 1861
•  Analyzing the formation of the Republican Party for its impact on the 1860 election of Abraham Lincoln as President of the United States
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States History I: Beginnings to the Industrial Revolution
Evidence Of Student Attainment:
Students:
  • Analyze the causes for increasing sectionalism in the United States prior to the Civil War, including legislative, judicial, social, political, and economic causes.
Teacher Vocabulary:
  • legislation
  • act
  • secession
  • annexation
  • cession
Knowledge:
Students know:
  • Major legislation and court decisions from 1800 to 1861 that led to increasing sectionalism, including the Missouri Compromise of 1820, the Compromise of 1850, the Fugitive Slave Acts, the Kansas-Nebraska Act, and the Dred Scott decision.
  • Alabama's role in the developing sectionalism of the United States from 1819 to 1861, including participation in slavery, secession, the Indian War, and reliance on cotton.
  • Westward Expansion from 1803 to 1861 including the Louisiana Purchase, Texas Annexation, and the Mexican Cession.
  • Tariff debates and the nullification crisis between 1800 and 1861.
  • The formation of the Republican Party for its impact on the 1860 election of Abraham Lincoln as President of the United States.
Skills:
Students are able to
  • Summarize major legislation and court decision from 1800 to 1861 that led to increasing sectionalism.
  • Describe Alabama's role in the developing sectionalism of the United States from 1819 to 1861, including the participation in slavery, secession, the Indian War, and reliance on cotton.
  • Analyzing the Westward Expansion from 1803 to 1861 to determine its effect on sectionalism.
  • Describe tariff debates and the nullification crisis between 1800 and 1861.
  • Analyze the formation of the Republican party for its impact on the 1860 election of Abraham Lincoln.
  • Explain the significance of the 36'30 parallel in relation to the Missouri Compromise, Sectionalism, and Manifest Destiny.
Understanding:
Students understand that:
  • There were important events that led to increased sectionalism, including legislation and court decisions, the role of new land acquisition and the spread of slavery into new territories, and these issues that led to the formation of the Republican Party.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.10.13- Define sectionalism; recognize major legislation and court decisions that increased sectional tensions prior to the Civil War.


Learning Objectives:

Students will be able to:

  • Summarize major legislation and court decisions from 1800 to 1861 that led to increasing sectionalism including the Missouri Compromise of 1820, the Compromise of 1850, the Fugitive Slave Acts, the Kansas-Nebraska Act, and the Dred Scott decision
  • Identify causes of the Civil War, including states' rights and the issue of slavery
  • Describe the impact of Harriet Beecher Stowe's Uncle Tom's Cabin, on the abolitionist movement
  • Describe the founding of the first abolitionist societies
  • Recognize key Northern and Southern personalities including Abraham Lincoln
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

Students will view the Xtranormal video discussion between President Obama and President Lincoln about the causes of the Civil War. 

  • During the video, President Obama asks President Lincoln various questions about the causes of the Civil War. 
  • After President Obama asks a question, the teacher will pause the video. Students will then attempt to answer the question, either in groups or as a class.
  • Then, the teacher will play the video and students (and teacher) will compare their answers to the answers given by President Lincoln. 
  • (Teacher may encourage as much discussion as possible.)
  • Teacher will continue in this pattern until the video is complete.
  • At the end of the lesson, students can create their own Xtranormal video (if the teacher has an account), or students can write their own dialogue/song/rap and act it out in class. 
Assessment Strategies:

During the lesson, teacher will compare student answers to the answers provided by President Lincoln. 


Advanced Preparation:

  • Download video onto teacher's computer using Real Player (http://www.real.com) just in case Internet connection is lost or download time is slow.
  • Also, because the video is found on YouTube, the video may be blocked at the school site. Therefore, the video should be downloaded on the laptop computer at home (using Real Player).
  • If a laptop is not present, the teacher can still download the video at home using Real Player, and then burn it onto a CD/DVD, and then bring the CD/DVD to school.
Variation Tips (optional):

  • Lesson may be used in either Elementary or Secondary Settings
Notes or Recommendations (optional):

Closed caption option available for hearing impaired or to promote reading.

 

  Keywords and Search Tags  
Keywords and Search Tags: Civil War, slavery, states rights