Unit 8 Learning Goal: The student will be able to evaluate the causes, course, and consequences of the American Civil War LEVEL 4: I can describe and evaluate the causes, course, and consequences of the American Civil War and apply them to life today. LEVEL 3: I can: Evaluate the cultural, political, and economic issues that causes sectionalism in the United States Conclude a unique way to draw in a reader to your essay using an appropriate hook (Hook activity) Assess which analytical categories you will create arguments for in your essay (bucketing activity) Evaluate the relationship between slave density and cotton production and evaluate how economic differences led to war Assess Fredrick Douglass’ role in the abolitionist movement, assess how Southerners combated the northern movement and attempts at slave uprisings Conclude how the Dred-Scott decision became a cause of the Civil War Assess the impact of the election of 1860 Evaluate the cultural, political, and economic issues that caused the Civil War by developing a appropriate thesis answering the DBQ question (Thesis development) Ensure success for writing by making sure each essay component is included in essay outline (outline) j. Evaluate the causes of the Civil war by completing an analytical essay (essay) LEVEL 2: I can: Place the causes of the Civil War in a chronological timeframe Identify an appropriate hook to address, “What caused the Civil War?” Place the causes of the Civil War into analytical categories Determine if documents 1, 2, and 3 are either secondary or primary sources and why (Doc 1-3) Determine if documents 4, 5, and 6 are either secondary or primary sources and why (Doc 4-6) Determine if documents 7, 8, and 9 are either secondary or primary sources and why (Doc 7-9) Determine if documents 10 and 11 are either secondary or primary sources and why (Doc 10-11) Answer the analytical DBQ question by developing a usable thesis for an essay (Thesis development) Organize thoughts into a DBQ essay outline in preparation for writing (outline) Thoughtfully answer the DBQ question by completing a DBQ essay (essay) LEVEL 1: With help, I have some understanding of level 2 ideas with little or no understanding of level 3 ideas. LEVEL 0: Even with help, I have no understanding.
Unit 8 Learning Goal: The student will be able to evaluate the causes, course, and consequences of the American Civil War LEVEL 4: I can describe and evaluate the causes, course, and consequences of the American Civil War and apply them to life today. LEVEL 3: I can: Evaluate the cultural, political, and economic issues that causes sectionalism in the United States Conclude a unique way to draw in a reader to your essay using an appropriate hook (Hook activity) Assess which analytical categories you will create arguments for in your essay (bucketing activity) Evaluate the relationship between slave density and cotton production and evaluate how economic differences led to war Assess Fredrick Douglass’ role in the abolitionist movement, assess how Southerners combated the northern movement and attempts at slave uprisings Conclude how the Dred-Scott decision became a cause of the Civil War Assess the impact of the election of 1860 Evaluate the cultural, political, and economic issues that caused the Civil War by developing a appropriate thesis answering the DBQ question (Thesis development) Ensure success for writing by making sure each essay component is included in essay outline (outline) j. Evaluate the causes of the Civil war by completing an analytical essay (essay) LEVEL 2: I can: Place the causes of the Civil War in a chronological timeframe Identify an appropriate hook to address, “What caused the Civil War?” Place the causes of the Civil War into analytical categories Determine if documents 1, 2, and 3 are either secondary or primary sources and why (Doc 1-3) Determine if documents 4, 5, and 6 are either secondary or primary sources and why (Doc 4-6) Determine if documents 7, 8, and 9 are either secondary or primary sources and why (Doc 7-9) Determine if documents 10 and 11 are either secondary or primary sources and why (Doc 10-11) Answer the analytical DBQ question by developing a usable thesis for an essay (Thesis development) Organize thoughts into a DBQ essay outline in preparation for writing (outline) Thoughtfully answer the DBQ question by completing a DBQ essay (essay) LEVEL 1: With help, I have some understanding of level 2 ideas with little or no understanding of level 3 ideas. LEVEL 0: Even with help, I have no understanding.