SOCIAL STUDIES INSTRUCTIONAL LEADERS MEETINGFebruary 25, 2014

Reflect• Did you department have time to work on revising

questions to be text-dependent and text-specific? What successes/challenges emerged?

Agenda – Information to Share• NNCSS, Saturday, March 1 at Galena High School

• George Washington 4-hour free professional learning on Saturday March 15 at Historical Society – sign up soon

• TAH Summer Institute on the Constitution, June 18-20 – information to follow

• Project REAL is offering free court tour field trips.

• Monuments Men teaching materials

Action Item: None• Thank you for collecting information on the instructional

minutes and course design at your schools. There is an ongoing conversation about creating more equity in the design of middle school instructional minutes.

PROFESSIONAL LEARNING CORE ACTIONS 1-3This work takes time to master and is ABSOLUTELY ESSENTIAL to implementing CCSS effectively. The practice we do today should be replicated in your departments.

Professional Learning: Core Actions

Essential Questions: •How can we modify history lectures to be CCSS aligned with a focus on text-centered instruction?

•How can we ensure that we are meeting the indicators of the Instructional Practice Guides during lessons that require direct instruction of background information?

Activity to replicate with your department.

Review & Discuss• REVIEW CORE ACTIONS LEARNING TO DATE: choosing

and analyzing complex texts, academic writing vocabulary questions, writing high-level text-dependent and text-specific questions

• DISCUSS: Addressing the Challenges of Presenting Information• How do you capture and hold students' attention?• How do you organize the information in your lecture for optimal

learning?• How do you encourage students to actively process the most important

content?• How do you provide students with opportunities to apply their new

learning?• How do you keep complex text analysis central in learning?

Engage in New Learning• REVIEW IPGs: Keep in mind the indicators that should

be seen in each extended lesson for each of the Core Actions.

• EXAMPLE LECTURE PP & HANDOUTS

• ENGAGE AS A STUDENT: Work with a partner to answer the questions on the documents.

Civil WarCivil War

Chapter 15Chapter 15

SECESSION AND THE CIVIL SECESSION AND THE CIVIL WARWAR

Lincoln’s First Inaugural AddressI hold that in contemplation of universal law and of the Constitution the Union of these States is perpetual. Perpetuity is implied, if not expressed, in the fundamental law of all national governments. It is safe to assert that no government proper ever had a provision in its organic law for its own termination. … Descending from these general principles, we find the proposition that in legal contemplation the Union is perpetual confirmed by the history of the Union itself. The Union is much older than the Constitution. It was formed, in fact, by the Articles of Association in 1774. It was matured and continued by the Declaration of Independence in 1776. It was further matured, and the faith of all the then thirteen States expressly plighted and engaged that it should be perpetual, by the Articles of Confederation in 1778. And finally, in 1787, one of the declared objects for ordaining and establishing the Constitution was "to form a more perfect Union."… It follows from these views that no State upon its own mere motion can lawfully get out of the Union; that resolves and ordinances to that effect are legally void, and that acts of violence within any State or States against the authority of the United States are insurrectionary or revolutionary, according to circumstances.…In your hands, my dissatisfied fellow-countrymen, and not in mine, is the momentous issue of civil war. The Government will not assail you. You can have no conflict without being yourselves the aggressors. You have no oath registered in heaven to destroy the Government, while I shall have the most solemn one to "preserve, protect, and defend it."

Early Campaigns and Early Campaigns and Battles (1)Battles (1)

• Northern achievements by 1862Northern achievements by 1862– total naval supremacytotal naval supremacy– Confederate troops cleared from West Confederate troops cleared from West

Virginia, Kentucky, much of TennesseeVirginia, Kentucky, much of Tennessee– New Orleans captured New Orleans captured

• Confederate achievements by 1862Confederate achievements by 1862– stall campaign for the Mississippi at Shilohstall campaign for the Mississippi at Shiloh– defend Richmond from capture by defend Richmond from capture by

McClellanMcClellan– Kept North at bayKept North at bay

Early Campaigns and Early Campaigns and Battles (2)Battles (2)

• Bull Run #1 Bull Run #1 (Manassas, VA) -- July, 1861(Manassas, VA) -- July, 1861– Gen. Winfield Scott’s humiliating defeatGen. Winfield Scott’s humiliating defeat

• Forts. Henry & DonaldsonForts. Henry & Donaldson, TN – Feb, 1862, TN – Feb, 1862– Grant captures forts, confeds leave KY and mid-TNGrant captures forts, confeds leave KY and mid-TN

• ShilohShiloh, TN -- April, 1862, TN -- April, 1862– Bloody stalemate, confederates retreat to MissBloody stalemate, confederates retreat to Miss

• New Orleans New Orleans – April, 1862– April, 1862– Farragut captures city and secures mouth of Miss R.Farragut captures city and secures mouth of Miss R.

• Seven PinesSeven Pines, VA – May, 1862, VA – May, 1862– McClellan indecisive & eventually retreats (may have McClellan indecisive & eventually retreats (may have

captured Richmond)captured Richmond)

Early Campaigns and Early Campaigns and Battles (3)Battles (3)

• Bull Run #2 Bull Run #2 (Manassas, VA) -- Aug, 1862(Manassas, VA) -- Aug, 1862– McClellan slow to join Polk – defeated by LeeMcClellan slow to join Polk – defeated by Lee

• AntietamAntietam (Sharpsburg, MD) – Sept, 1862 (Sharpsburg, MD) – Sept, 1862– Lee invades North & McClellan fights to a drawLee invades North & McClellan fights to a draw– Heaviest casualties of war, Lee retreats southHeaviest casualties of war, Lee retreats south

• FredericksburgFredericksburg, VA – Dec, 1862, VA – Dec, 1862– Lincoln replaces McClellan with Burnside who Lincoln replaces McClellan with Burnside who

attacks a fortified conf. position and is defeatedattacks a fortified conf. position and is defeated

Civil War, 1861-1862Civil War, 1861-1862

Civil War, 1861-1862Civil War, 1861-1862

Study the map closely. With your table group, discuss the following:

What can we infer about the Union and Confederate strategies from this map?

Using information from the map alone, support one of the following claims:In the early years of the War, (the Union OR the Confederacy) was poised for victory.

Battle of Bull Run Battle of Bull Run (1(1stst Manassas) Manassas)

July, 1861July, 1861

Battle of Bull Run Battle of Bull Run (1(1stst Manassas) Manassas)

July, 1861July, 1861

War in the East: 1861-War in the East: 1861-18621862

War in the East: 1861-War in the East: 1861-18621862

http://www.youtube.com/watch?v=tomcN9qC2wo

As you watch the video, take notes on the following questions. Write down short quotes/paraphrases or single words that will help you remember the answers to your questions.

1.What words and phrases are used to describe the Battle of Antietam?

2.What impact did photography have?

3.What happened to the dead (and wounded) after the battle? For what reasons?

4.How is Antietam described as a turning point in the war and in American history?

Battle of AntietamBattle of Antietam “Bloodiest Single Day of the “Bloodiest Single Day of the

War”War”

Battle of AntietamBattle of Antietam “Bloodiest Single Day of the “Bloodiest Single Day of the

War”War”

23,000 23,000 casualtiescasualties

23,000 23,000 casualtiescasualties

September 17, September 17, 18621862September 17, September 17, 18621862

McClellan: McClellan: I Can Do It I Can Do It All!All!

McClellan: McClellan: I Can Do It I Can Do It All!All!

The Diplomatic StruggleThe Diplomatic Struggle• England England

– belligerent rights extended to Confederacy belligerent rights extended to Confederacy – conditions recognition of independence on conditions recognition of independence on

proof that South can win independence proof that South can win independence • France--Confederacy not recognized unless France--Confederacy not recognized unless

England does so firstEngland does so first• "King Cotton" has little influence on foreign "King Cotton" has little influence on foreign

policy of other nationspolicy of other nations– 1863 South breaks diplomatic relations with Br.1863 South breaks diplomatic relations with Br.– European countries decided intervention not European countries decided intervention not

worth risk (no major victory by South) worth risk (no major victory by South)

• South seeking alliance with GB (since GB South seeking alliance with GB (since GB industry was dependent on "King industry was dependent on "King Cotton")...but GB was wary of events and Cotton")...but GB was wary of events and did not want to become involved:did not want to become involved:– GB had stockpiled cotton as the conflict GB had stockpiled cotton as the conflict

was escalating; they had also found other was escalating; they had also found other sources (Madras, India)sources (Madras, India)

– most Br. workers who lost their jobs in most Br. workers who lost their jobs in cotton factories had been able to find cotton factories had been able to find work in the new munitions factories that work in the new munitions factories that were mostly supplying the North were mostly supplying the North

– most Br. citizens resented slaverymost Br. citizens resented slavery– Br. crop failures had led to increased Br. crop failures had led to increased

grain trade with the Northgrain trade with the North

• Br. Ship Br. Ship TrentTrent intercepted by N. on its way intercepted by N. on its way to GB from S.; carrying S. to GB from S.; carrying S. "ambassadors"...the N. resented Br. "ambassadors"...the N. resented Br. interference, leading some to call for war; interference, leading some to call for war; Lincoln simply defused the situation by Lincoln simply defused the situation by releasing the ship and the southern "agents"releasing the ship and the southern "agents"

• GB had also sold several ships to the S., GB had also sold several ships to the S., namely thenamely the FloridaFlorida and the and the AlabamaAlabama - they - they had sunk many N. shipshad sunk many N. ships

Fight to the FinishFight to the Finish• North adopts radical measures to winNorth adopts radical measures to win

– Emancipation & black supportEmancipation & black support• 1863--war turns against South1863--war turns against South

– GettysburgGettysburg• Southern resistance continuesSouthern resistance continues

– Finally overcome by North’s advantages in Finally overcome by North’s advantages in economy, transportation, war materiel, economy, transportation, war materiel, manpowermanpower

The Coming of The Coming of EmancipationEmancipation

• Lincoln favors gradual emancipationLincoln favors gradual emancipation– Fear of alienating border statesFear of alienating border states– Republicans increasingly for immediate emancipationRepublicans increasingly for immediate emancipation– Europeans favor emancipationEuropeans favor emancipation

• September 22, 1862--Antietam prompts September 22, 1862--Antietam prompts preliminary Emancipation Proclamation preliminary Emancipation Proclamation – surrender in 100 days or lose slaves surrender in 100 days or lose slaves

• January 1, 1863--Proclamation put into effect for January 1, 1863--Proclamation put into effect for areas still in rebellionareas still in rebellion– Not applied to border states, not immediateNot applied to border states, not immediate

• African Americans flee to Union linesAfrican Americans flee to Union lines• Confederacy loses thousands of laborersConfederacy loses thousands of laborers• Blacks volunteer for North militaryBlacks volunteer for North military

TheTheEmancipatiEmancipati

ononProclamatioProclamatio

nn

TheTheEmancipatiEmancipati

ononProclamatioProclamatio

nn

“Of all the country’s foundational and key documents the Emancipation Proclamation may well be the most misunderstood. On the one hand, there are a healthy share of Americans who believe that Lincoln freed all the slaves with a stroke of his pen. On the other, there is this cynical modern take that says Lincoln wasn’t interested in emancipation, that he took action for purely political reasons, for military reasons and this notion that not many slaves were actually freed. None of that is exactly true.”

Eric Foner, historian, quoted in America's Understanding of Emancipation Proclamation On Its 150th Anniversary Too Simple For Country's Own Good (Huffington Post, 1/1/13)

“Of all the country’s foundational and key documents the Emancipation Proclamation may well be the most misunderstood. On the one hand, there are a healthy share of Americans who believe that Lincoln freed all the slaves with a stroke of his pen. On the other, there is this cynical modern take that says Lincoln wasn’t interested in emancipation, that he took action for purely political reasons, for military reasons and this notion that not many slaves were actually freed. None of that is exactly true.”

Eric Foner, historian, quoted in America's Understanding of Emancipation Proclamation On Its 150th Anniversary Too Simple For Country's Own Good (Huffington Post, 1/1/13)

Are there reasons for the misunderstanding Foner notes that can be found in the Emancipation Proclamation itself?

Read and discuss with a partner your assigned portion of the document for evidence of the Emancipation as a freedom document and evidence of it as a political and military document.

Group 1: Read lines 36-47.

Group 2: Read lines 48-56.

African Americans and the African Americans and the WarWar

• 200,000 African American Union troops200,000 African American Union troops– Heroic performance in battles Heroic performance in battles – Often fought to death to avoid capture Often fought to death to avoid capture

• Many others labor in Northern war effortMany others labor in Northern war effort• Lincoln pushes further for black rightsLincoln pushes further for black rights

– organizes governments in conquered Southern organizes governments in conquered Southern states that abolish slavery states that abolish slavery

– Maryland, Missouri abolish slavery Maryland, Missouri abolish slavery – January 31, 1865--13th Amendment passedJanuary 31, 1865--13th Amendment passed

"Neither slavery nor involuntary servitude, except as "Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have a punishment for crime whereof the party shall have been duly convicted, shall exist within the United been duly convicted, shall exist within the United States, or any place subject to their jurisdiction."States, or any place subject to their jurisdiction."

African-American Recruiting African-American Recruiting PosterPoster

African-American Recruiting African-American Recruiting PosterPoster

The Famous 54The Famous 54thth MassachusettsMassachusetts

The Famous 54The Famous 54thth MassachusettsMassachusetts

The Tide Turns (1)The Tide Turns (1)

• South economy and social order collapsingSouth economy and social order collapsing• North, 1863--war-wearinessNorth, 1863--war-weariness

– New York riots against conscriptionNew York riots against conscription– Grant seems bogged down at Vicksburg Grant seems bogged down at Vicksburg – Union defeated at Chancellorsville, VA – May, 1863Union defeated at Chancellorsville, VA – May, 1863– Democrats attack Lincoln over emancipationDemocrats attack Lincoln over emancipation– Copperheads – “Peace at any Price”Copperheads – “Peace at any Price”

• Lincoln & North need battlefield victories soonLincoln & North need battlefield victories soon

The Tide Turns (1)The Tide Turns (1)• Gettysburg, PN -- July, 1863Gettysburg, PN -- July, 1863

– Lee invades North and loses to MeadeLee invades North and loses to Meade– Meade does not pursue Lee after retreatMeade does not pursue Lee after retreat

• Vicksburg, Miss – July, 1863Vicksburg, Miss – July, 1863– Grants captures city after siegeGrants captures city after siege– North holds entire MississippiNorth holds entire Mississippi

The Road to Gettysburg: The Road to Gettysburg: 18631863

The Road to Gettysburg: The Road to Gettysburg: 18631863

• Lee realized that the South was in dire straits and Lee realized that the South was in dire straits and decided that it was crucial to attack the North on its decided that it was crucial to attack the North on its own territoryown territory

• July 1-3, 1863 - July 1-3, 1863 - BATTLE OF GETTYSBURGBATTLE OF GETTYSBURG, Pa., Pa.• July 3, General Pickett led 15,000 Confed. Troops July 3, General Pickett led 15,000 Confed. Troops

across open fields - Union mowed them down across open fields - Union mowed them down ""Pickett’s ChargePickett’s Charge” was “high-water mark of ” was “high-water mark of Confed.”Confed.”

• Lee defeated -- retreated to VirginiaLee defeated -- retreated to Virginia• Gettysburg -- largest battle in the history of the Gettysburg -- largest battle in the history of the

Western hemisphereWestern hemisphere• Over 100, 000 people died in 3 daysOver 100, 000 people died in 3 days• Last time the South invaded the NorthLast time the South invaded the North

• ““Four score and seven years ago our Four score and seven years ago our forefathers ---forefathers ---that from these honored dead we take that from these honored dead we take increased devotion to that cause for which increased devotion to that cause for which they gave the last full measure of devotion -- they gave the last full measure of devotion -- that we here highly resolve that these dead that we here highly resolve that these dead shall not have died in vain -- that this nation, shall not have died in vain -- that this nation, under God, shall have a new birth of under God, shall have a new birth of freedom -- and that government of the freedom -- and that government of the people, by the people, for the people, shall people, by the people, for the people, shall not perish from the earth.not perish from the earth.

Abraham LincolnAbraham Lincoln

Gettysburg, PAGettysburg, PA

Nov 19, 1863Nov 19, 1863

The War in The War in the West, the West,

1863:1863:

VicksburgVicksburg

The War in The War in the West, the West,

1863:1863:

VicksburgVicksburg

Last Stages of the ConflictLast Stages of the Conflict• Chattanooga, TN – Aug, 1863Chattanooga, TN – Aug, 1863

– Grant arrives from Vicksburg -- defeats confederate Grant arrives from Vicksburg -- defeats confederate army after Rosecrans lost at Chickamaugaarmy after Rosecrans lost at Chickamauga

• March 9, 1864--Grant made supreme March 9, 1864--Grant made supreme commander of Union armiescommander of Union armies

• Union invades the South on all fronts in 1864Union invades the South on all fronts in 1864– Sept -- Sherman takes Atlanta & marches east Sept -- Sherman takes Atlanta & marches east

through Georgia cutting South in halfthrough Georgia cutting South in half– Grant lays siege to Richmond, PetersburgGrant lays siege to Richmond, Petersburg

• November 8--Lincoln reelected November 8--Lincoln reelected

PresidentiPresidential Election al Election

Results:Results:18641864

PresidentiPresidential Election al Election

Results:Results:18641864

Last Stages of the ConflictLast Stages of the Conflict

• April 9, 1865 (Appomattox, VA)--Lee surrenders April 9, 1865 (Appomattox, VA)--Lee surrenders • April 14 (Ford’s Theater)--Lincoln assassinatedApril 14 (Ford’s Theater)--Lincoln assassinated• May 26--Final capitulation of Confederacy May 26--Final capitulation of Confederacy

The Final Virginia The Final Virginia Campaign:Campaign:1864-18651864-1865The Final Virginia The Final Virginia

Campaign:Campaign:1864-18651864-1865

Surrender at Surrender at AppomattoxAppomattox

April 9, 1865April 9, 1865

Surrender at Surrender at AppomattoxAppomattox

April 9, 1865April 9, 1865

The AssassinationThe AssassinationThe AssassinationThe Assassination

Effects of the War (1)Effects of the War (1)

• 618,000 troops dead618,000 troops dead• Bereft women seek non-domestic rolesBereft women seek non-domestic roles• Four million African Americans free, not Four million African Americans free, not

equalequal• Industrial workers face wartime inflationIndustrial workers face wartime inflation

Casualties of WarCasualties of War

THINKING THINKING CRITICALLYCRITICALLY1. With a partner, study these graphs.

2. Write down as many questions as you can about this information. What information would help you better understand these graphs?•An example question is: What was the total population of the United States during each of these wars?

3. Rank your questions from most interesting/important to least. Research to find the answer to one of your top three questions for homework.

4. Whole class discussion: Why is it important to look at the “white space” (what is left out of a source)?

Effects of the War (2)Effects of the War (2)

• Federal government predominant over Federal government predominant over statesstates

• Federal government takes activist role Federal government takes activist role in the economyin the economy– higher tariffs, free land, national banking higher tariffs, free land, national banking

system system

• Without Southerners in fed. government changes Without Southerners in fed. government changes occurred benefitting the North:occurred benefitting the North:

• 1) 1) Homestead ActHomestead Act passed by Congress in 1862 - passed by Congress in 1862 - encouraged Westward expansion w/o slaveryencouraged Westward expansion w/o slavery - 165 acres to anyone who would farm it 5 yrs- 165 acres to anyone who would farm it 5 yrs

• 2) 2) Union-Pacific RailwayUnion-Pacific Railway was authorized - great was authorized - great trade potential focused on the Northern Statestrade potential focused on the Northern States

• 3) 3) TariffsTariffs were put in place to protect Northern were put in place to protect Northern industryindustry

POLITICAL-ECONOMIC IMPACTS

POLITICAL-ECONOMIC POLITICAL-ECONOMIC IMPACTSIMPACTS

• 4) Congress established a single federal currency - 4) Congress established a single federal currency - same value in all states - known as "same value in all states - known as "GreenbacksGreenbacks" "

• 5) to cover war debts, Union government issued 5) to cover war debts, Union government issued war war bondsbonds and introduced the and introduced the income taxincome tax

• 6) in a further illustration of fed. government power, 6) in a further illustration of fed. government power, Lincoln restricted civil liberties so nothing would Lincoln restricted civil liberties so nothing would detract from Union war effort (suspended detract from Union war effort (suspended Habeas Habeas CorpusCorpus))

- free press & speech also interrupted- free press & speech also interrupted

• creation of a single unified countrycreation of a single unified country• abolition of slavery (yet discrimination continued)abolition of slavery (yet discrimination continued)• increased power to fed. government – killed the increased power to fed. government – killed the

issue of nullification and extreme states rights issue of nullification and extreme states rights • U.S. now an industrial nationU.S. now an industrial nation• a stronger sense of nationalisma stronger sense of nationalism• Western lands more opened to settlementWestern lands more opened to settlement• South was economically and physically South was economically and physically

devastated with the plantation system based on devastated with the plantation system based on slavery destroyed...thus slavery destroyed...thus Reconstruction Reconstruction (rebuilding the South) - but a deep hatred of the (rebuilding the South) - but a deep hatred of the North remained...North remained...

EFFECTS OF CIVIL WAR

Apply, Evaluate, & Reflect• APPLY LEARNING & EVALUATE PP ADDITIONS:

• Did the texts meet the indicators of Core Action 1? Why? How?• Were the questions asked text-dependent and text-specific?• Did the activities meet the indicators of Core Action 2?• How would you ensure that in using this PP and activities you were

meeting the indicators of Core Action 3?

• REFLECT: • As we often ask about balance in the classroom (e.g. how often to

close read), how often should teachers be using PP lectures?• How might your department PLCs be able to adapt their lectures to

be more highly core aligned?

Questions, Concerns, Comments