Contents:
- Sample Course Syllabus
- Course Descriptions, Units, & Lessons
- First Day of Class Activities
- Study Guide Samples
- Journal Samples
Sample Course Syllabus:
World History Syllabus – Mrs. de Paula
Class Expectations:
Be prepared for class each day. Each student must come with pens or pencils and three-ring binder with paper. In addition, your textbook should be brought to class each day. I also recommend purchasing a USB/Flashdrive to save class projects on.
Be on time. Students must be inside the classroom when the bell rings and proceed directly to their desk after turning in homework. Three tardies will result in a detention. If you are absent for class, it is your responsibility to check on the board for missed work and get any necessary paper work from the appropriate absence binder in the classroom.
Respect the teacher, guests, other students, and the classroom. All school regulations outlined within your student handbook also apply within the classroom. Disrespect towards people or property will not be tolerated. Interfering with the learning of others is disrespectful and will result in disciplinary action. Disrespectful behavior includes talking when the teacher or another class member is speaking, using profanity, or leaving your seat without cause. Participation in class is strongly encouraged, but you will be expected to raise your hand. Electronic devices are not permitted at any time. Also, permission to leave class will only be granted if you have a pass to do so, so please use your hall passes and passing period/lunch break wisely.
Demonstrate academic honesty. Students are to complete all coursework independently unless otherwise specified. If you need help with an assignment ask me! Copying or allowing others to copy your work will result in a zero for the assignment and disciplinary action as outlined in the student handbook.
Complete homework on time. Homework will be assigned regularly and graded for completeness and accuracy. All student work must be clear and legible with your name and class period on the top of the page. I will make sure all assignments for the week are clearly posted on the board each day. I recommend writing assigned homework within an assignment notebook at the beginning of class to stay organized. Late assignments will be accepted (with the exception of study guide homework or when otherwise specified) for partial credit until the assignment has been graded and turned back or the grading quarter ends.
Ask for help if you need it. History can be challenging, but you will learn that I will do anything I can to help you succeed inside and outside the classroom. I am available before and after school and also during my lunch if you have any questions or concerns. I understand you have other responsibilities and challenges outside of this class. If there are circumstances that may be affecting your class performance, please come and discuss them with me so we can make arrangements to help you succeed. I want to help you, so please be responsible for letting me know how I can do this!
Extra Credit: Opportunities are available only to students who have no missing assignments that can still be turned in. Students should arrange to meet with me before or after school to request an extra credit assignment. Extra credit must be completed at least one week before the end of a quarter to have credit for the assignment applied to that quarter. What you can expect from me:
- I will come to class each day with organized lessons and clear instructions.
- I will always have a positive attitude and welcome and encourage questions.
- I am generally available in my classroom from 7:15am until 15 minutes after the school day ends if you need help with anything. If these times don’t work for you, please let me know and I will be happy to accommodate you.
- I will provide feedback, update grades, and pass back assignments in a timely manner.
- I believe communication with parents and students is vitally important. I will update parents/guardians regarding any concerns I have about student progress/grades frequently. Also, please feel free to contact me with any questions or concerns. The best way to reach me is by email. My e-mail address is: hwdepaula@gmail.com
Please sign, detach, and return to me.
I have read the course syllabus and expectations and understand what is expected.
Student Name and Signature
Parent Name, Signature, and Phone or email
Course Descriptions, Units, & Lessons:
United States History -
U.S. Government -
Course Description: This course is designed as a study of the United States political system. We will study the effects of culture on the political process and the political activities of individuals and groups within American society. We will also consider the roles of federal, state and local executives, legislators, and judges and compare the American government to others governmental systems. Through class discussions, research, readings, and debate, we will develop a better understanding of our roles within the American political system and the responsibilities of citizens. Most importantly, this course will help you develop critical thinking skills that are necessary to be informed participants in our democratic process.
Units of Study & Lessons:
Unit 1 – Introduction to Government & Politics
Lesson 1: Why government?
Lesson 2: Types of Government
Lesson 3: The American Revolution
Lesson 4: Transition to Self Rule
Lesson 5: Political Participation Today
Unit 2 – The Constitution
Lesson 1: American Political Thought
Lesson 2: The Constitutional Convention
Lesson 3: Features of the Constitution
Lesson 4: Federalism
Lesson 5: Power and Federalism
Lesson 6: Ratification
Lesson 7: Amending the Constitution
Lesson 8: Implementation & Interpretation
Unit 3 – The Bill of Rights
Lesson 1: The First Amendment - Religion
Lesson 2: The First Amendment - Speech
Lesson 3: The Second Amendment
Lesson 4: Rights of the Accused
Lesson 5: Limits on the National Gov.
Lesson 6: Presentations on Other Rights
Unit 4 – The Congress
Lesson 1: The People’s Branch?
Lesson 2: The House of Representatives
Lesson 3: The Senate
Lesson 4: The Legislative Process
Lesson 4: Congressional Power
Lesson 5: Congressional Representation
Lesson 6: The Federal Budget
Unit 5 – The Executive Branch
Lesson 1: Office of the President
Lesson 2: Presidential Power
Lesson 3: Presidential Leadership
Lesson 4: Presidential Elections
Lesson 5: The Bureaucracy
Unit 6 – The Judiciary
Lesson 1: The Federal Court System
Lesson 2: The Supreme Court
Lesson 3: Supreme Court Decision-Making
Lesson 4: Civil Liberties
Lesson 5: Civil Rights
Unit 7 – The Policy-Making Process
Lesson 1: What is Public Policy?
Lesson 2: Social Policy
Lesson 3: Environmental Policy
Lesson 4: Economic Policy
Lesson 5: Foreign Policy
Lesson 6: Defense Policy
Unit 8 – Political Parties
Lesson 1: Major Political Parties
Lesson 2: Campaign Finance
Lesson 3: Candidates and Campaigns
Unit 9 – Interest Groups
Lesson 1: What is an interest group?
Lesson 2: Why do they form? Who joins?
Lesson 3: Are all groups equal?
Lesson 4: Kinds of Interest Groups
Lesson 5: What Interest Groups Do
Unit 10 – The Media
Lesson 1: Intro to Media Influence
Lesson 2: Bias in Media Coverage
Lesson 3: Politicians and the Press
Unit 11 - The American Voter
Lesson 1: Political Socialization
Lesson 2: Public Opinion
Lesson 3: Voting
Lesson 4: Elections
Lesson 5: Responsibilities of Citizens
Anthropology -
Course Description: This course focuses on the study of humanity and culture. We will examine how anthropologists research the characteristics and origin of the cultural, social, and physical development of humans. We will also consider why cultures change and how they spread. We will approach anthropology by taking into consideration the five main branches of this field: physical, social, linguistic, archaeology, and cultural anthropology. We will use our own observation skills to study the diverse cultures of humans within the United States and also around the world. Through class discussions, research, reading, writing, and debate, we will develop a better understanding of human diversity within our own country and throughout the world.
Units & Lessons:
Unit 1 – Introduction to Anthropology
Lesson 1: Overview of Anthropology
Lesson 2: Categories of Knowledge
Lesson 3: History of Anthropology
Lesson 4: Anthropology Research
Lesson 5: Anthropological Approaches
Unit 2 – Physical Anthropology
Lesson 1: Intro to Physical Anthropology
Lesson 2: Race and Ancestry
Lesson 3: Lewis and Clark
Unit 3 – Cultural Anthropology
Lesson 1: Intro
Lesson 2: African American Culture
Lesson 3: Asian Culture
Unit 4 – Linguistic Anthropology
Lesson 1: Intro
Lesson 2: Foreign Languages in the U.S.
Lesson 3: Language and Linguistics
Unit 5 – Social Anthropology
Lesson 1: Intro
Lesson 2: Families and Kinship
Lesson 3: American Indians
Unit 6 – Archaeology
Lesson 1: Intro
Lesson 2: Public Archaeology in the U.S.
Lesson 3: Mound Builders
Lesson 4: Fossils and Dinosaurs
Unit 7 – Applied Anthropology: Africa
Lesson 1: Kenya
Lesson 2: Libya
Unit 8 – Applied Anthropology: Asia
Lesson 1: Afghanistan
Lesson 2: Syria
Unit 9 – Applied Anthropology: Europe
Lesson 1: Bulgaria
Lesson 2: Turkey
Unit 10 – Applied Anthropology: The Pacific
Lesson 1: Indonesia
Lesson 2: Philippines
Unit 11 – Applied Anthropology: South America
Lesson 1: Colombia
Lesson 2: Venezuela
Lesson 3: Brazil
Unit 12 – Applied Anthropology: The U.S.
Lesson 1: Projects/Presentations
Lesson 2: Anthropological Films: Rapa Nui/Fast Runner/Last of the Dogmen
European History
Course Description: This course introduces the main themes in the history of Europe from the Renaissance to the present. We will be examining the European experience from a variety of perspectives using a various methods including group and individual projects and writing assignments. This course will stress critical thinking and careful consideration of historical perspectives. In addition, the course will help students develop their historical analysis skills. This course will demonstrate there is much more to the study of history than memorizing dates, figures, and facts. We will debate, discuss, examine historical sources, and gain a better understanding of how the past relates to our lives in the present.
Criminal Law
Course Description: This course is designed as a study of the history and philosophy of criminal law and its ethical considerations. The nature and impact of crime is explored, and instruction includes an overview and study of the criminal justice system, law enforcement, the court systems, prosecution and defense, trial processes, and corrections and penal systems. This course is for students who are interested in careers in criminal justice, and those who want to know their legal rights and responsibilities. We will discuss real life issues that will stir emotions, ignite debates, and challenge your beliefs. Through class discussions, research, readings, and various statistical analyzes, we will explore some of the key traditional elements of the criminal justice system, including the courts, police, and corrections. Most importantly, this course will help you develop critical thinking skills that are necessary to be a responsible participant in our democratic process.
Unit & Lessons:
Unit 1 – Crime in the U.S.
Lesson 1: The Nature of Crimes
Lesson 2: Gangs and Crime
Lesson 3: Guns and the Law
Lesson 4: Substance Abuse and Crime
Lesson 5: Victims of Crime
Lesson 6: Preventing and Reporting Crime
Unit 2 – Introduction to Criminal Law
Lesson1: Introduction to Criminal Law
Lesson 2: State and Federal Crimes
Lesson 3: Classes of Crimes
Lesson 4: Parties to Crimes
Lesson 5: Crimes of Omission
Lesson 6: Preliminary Crimes
Unit 3 – Crimes and Offenses
Lesson 1: Homicide
Lesson 2: Suicide
Lesson 3: Assault and Battery
Lesson 4: Rape
Lesson 5: Destruction of Property
Lesson 6: Theft of Property
Lesson 7: Cyber Crime
Lesson 8: Offenses Against Public Order and Administration of Justice
Lesson 9: Offenses Against Public Morality
Unit 4 – Defenses
Lesson 1: No Crime Has Been Committed
Lesson 2: Defendant did not Commit Crime
Lesson 3: Criminal Act was Excusable/Justified
Lesson 4: Defendant is not Criminally Responsible for his/her Actions
Unit 5 – The Criminal Justice Process: Pre-Trial
Lesson 1: Arrest
Lesson 2: Search and Seizure
Lesson 3: Booking and Initial Appearance
Lesson 4: Bail and Pretrial Release
Lesson 5: Information and Prelim. Hearing
Lesson 6: Grand Jury
Lesson 7: Felony Arraignment and Pleas
Lesson 8: Pretrial Motions:
The Exclusionary Rule
Lesson 9: Plea Bargaining
Unit 6 – The Criminal Justice Process: The Trial
Lesson 1: Constitutional Trial Rights
Lesson 2: Trial Procedure
Lesson 3: Criminal Appeals
Unit 7 – The Criminal Justice Process: Post Trial
Lesson 1: Sentencing Options
Lesson 2: Purposes of Punishment
Lesson 3: Parole and Corrections
Lesson 4: Capital Punishment
Unit 8 – Juvenile Justice
Lesson 1: History and Overview of
Juvenile Courts
Lesson 2: Who is a Juvenile?
Lesson 3: Status Offenses
Lesson 4: Juvenile Justice Today
Unit 9 – Law and Terrorism
Lesson 1: Law in Times of War
Lesson 2: Surveillance and Searches
Lesson 3: Detention and Interrogation
Lesson 4: Rights at Trial
Geography -
Course Description: The need for geographic literacy has never been greater or more obvious than in today’s tightly interrelated world. Students will understand the world’s physical features, how they blend with social systems, and how they affect economies, politics, and human interaction. Students will grasp geography and its effect on individuals and societies; they will know the broad concepts of spatial patterns, mapping, population, and physical systems; land, air, and water.
Units & Lessons:
Unit 1 – Intro to Geography
Lesson 1: Intro to Geography
Lesson 2: Physical Geography Features
Lesson 3: Latitude and Longitude
Lesson 4: Earth’s changes
Lesson 5: Themes of Geography
Lesson 6: Human characteristics of geography
Lesson 7: Human population
Lesson 8: Government and economic systems
Unit 2 – North America
Lesson 1: Physical geography/Using an Atlas
Lesson 2: U.S. Regions
Lesson 3: North America Issues
Lesson 4: North America maps
Lesson 5: Poverty in the U.S.
Lesson 6: Work in the U.S.
Lesson 7: Freedom/Governance
Lesson 8: U.S. vs. Canada
Unit 3 – Latin America
Lesson 1: Developing vs. developed
Lesson 2: Intro to Latin America
Lesson 3: Latin American culture/S. America ?s
Lesson 4: Mexico jig saw
Lesson 5: Issues in Mexico
Lesson 6: South America ?s/Vocab. word search
Lesson 7: Latin America maps
Lesson 8: Issues in Latin America
Lesson 9: Favela Rising
Lesson 10: Brazilian culture
Unit 4 – Asia
Lesson 1: Intro to Asia: South Asia
Lesson 2: South Asia jigsaw
Lesson 3: Hinduism/Caste system
Lesson 4: Gandhi video
Lesson 5: Issues in S. Asia
Lesson 6: Intro to East Asia
Lesson 7: Issues in East Asia
Lesson 8: Intro to Southeast Asia
Lesson 9: Issues in Southeast Asia
Lesson 10: Intro to Southwest Asia
Lesson 11: Islam
Lesson 12: Issues in Southwest Asia
Unit 5 – Europe
Lesson 1: European geography
Lesson 2: The EU
Lesson 3: European map activity
Lesson 4: Issues in Europe
Unit 6 – Africa
Lesson 1: Issues in Africa
Lesson 2: Mythbusters
Lesson 3: What can we do?
Lesson 4: Africa map activity
Lesson 5: Explain different development levels
Unit 7 – Oceania
Lesson 1: Introduction
Lesson 2: Issues in Oceania
First Day of Class Activities -
Student Questionnaire:
Partner Maps -
Student Questionnaire:
Name/Nickname: ______________________ Period: __________
WHO ARE YOU?
- Write one word that describes you: _________________________________________
- Write one word to describe school: _________________________________________
- What did you do this summer?
- Who was the best teacher you ever had? Why?
- If you could have lunch with any famous person, who would it be? Why?
- What is one thing unique about you?
- What is your favorite:
artist/band - _________________________________
food - ______________________________________
TV show - ___________________________________
movie - _____________________________________
thing to do on weekends - ___________________________________________
___________________________________________
___________________________________________
subject - _____________________________________
- What is your opinion of social studies (history, geography, economics, political science, sociology, psychology, anthropology)? Love? Hate? Difficult? Easy? Boring? Interesting? Valuable? Worthless? Explain.
- Do you participate or plan to participate in any extracurricular activities (sports, clubs, ect.) this year?
- Do you have a job? Do you work during the school year? How many hours/week?
- How do you learn/study best?
- Do you think you are smart? Why or why not?
- What is one thing you would really like to know about Mrs. de Paula? (Be creative, I will eventually answer everybody’s questions as long as they are appropriate!)
- What is the most important thing I need to do as a teacher to help you succeed in our class?
- What grade do you usually get in history/social studies classes? Circle one:
A B C D Other
- What grade do you expect to get in this class? Circle one:
A B C D Other
- What do you want to do after you graduate from high school?
- What career do you plan on pursuing?
Name:_____________________ Date: ______ Period: ______
Directions – See if you can find somebody in the class who fits each description below. Have the person you find write their name on the line. Each person (including yourself) can only be used once.
Find somebody:
1. who has traveled to another country. _______________________________________
2. who has a pet. _______________________________________
3. who can speak another language. _______________________________________
4. whose favorite subject is social studies. _______________________________________
5. who has more than three siblings. _______________________________________
6. who visited Chicago this summer. _______________________________________
7. who wants to pursue an unusual career. _______________________________________
8. whose favorite color is the same as yours. _______________________________________
9. who plays a sport. _______________________________________
10. who read a great book this summer. _______________________________________
11. who knows the capitals of all 50 states. _______________________________________
12. who can do a cartwheel. _______________________________________
13. who was born in the same month as you. _______________________________________
14. who is a Chicago Cubs fan. _______________________________________
15. who went on a trip this summer. _______________________________________
16. who can name the last 5 presidents of the U.S. _______________________________________
17. who had a summer job. _______________________________________
18. who plays a musical instrument. _______________________________________
19. who has an unusual favorite food. _______________________________________
20. who has an older sibling in college. _______________________________________
21. who has been to Disney World. _______________________________________
22. who has lived in another state. _______________________________________
23. who is taller than you. _______________________________________
24. who rides the bus to school. _______________________________________
25. who has been to a Bears game. _______________________________________
Study Guide Samples:
de Paula
World History
Updated: 11/10
Name:______________________________________
World History Study Guide
Unit 1: Prehistory & the Agricultural Revolution
ESSENTIAL QUESTIONS
- What is history?
- Why is it important to study history?
- How do historians study the past?
- How did the earliest humans adapt and change to meet their environmental demands and develop civilization?
- How did civilization begin?
UNIT OBJECTIVES
- Define culture.
- Discuss ethnocentrism.
- Discuss the importance of studying history.
- Identify historical themes and approaches.
- Explain historical themes.
- Demonstrate how historians reach their interpretations of historical sources.
- List the characteristics and achievements of hunter-gatherer societies.
- Explain the impact of geography on hunter-gatherer societies.
- Describe the technological and social developments that gave rise to stable communities.
- Evaluate how archeological discoveries have provided information about early peoples.
- List the five characteristics of advanced civilizations.
QUESTIONS
1 – Prehistory and the Paleolithic Era
1. How were the lives of early hunter-gatherer societies shaped by their physical environments?
2. When and where did the first Homo sapiens emerge?
3. What are the two theories explaining how humans populated the earth? Which is supported with more evidence?
4. What types of tools did hunter-gatherers develop?
5. What did early humans eat?
6. What were the major accomplishments of hunting and gathering societies during the Paleolithic Era?
2 – The Agricultural Revolution & Archeology
1. What changes during the Neolithic Era gave rise to civilization?
2. What was the Agricultural Revolution? When did it take place?
3. Why is the development of agriculture considered “revolutionary?”
4. How do we know about early humans?
5. What methods and techniques do scientists and archaeologists use that allow us to understand how early humans lived?
6. Give one example of an archeological site. Describe what has been found there.
Terms -
Prehistory Anthropology
Archaeology Hominids
Artifacts Fossils
Radiocarbon dating “Lucy”
Homo habilus Homo erectus
Homo sapiens Mary and Louis Leakey
Olduvai Gorge Paleolithic
Mesolithic Neolithic
Culture Technology
Neanderthal Cro-Magnon
Lascaux Neolithic Revolution
Domestication Agriculture
Jericho Catal Huyuk
Unit 1: Objective Checklist
Can you meet the objective? | No | Partly | Yes | Notes: |
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de Paula
US History
Updated: 5/10
Name:___________________________________________________
US History Study Guide KEY
Unit 13: Civil War
ENDURING UNDERSTANDINGS
- Unresolved political and economic conflicts can escalate and even to war.
- The national government may increase its power and scope during war.
- The qualities and effectiveness of a leader can contribute to changes in political institutions.
ESSENTIAL QUESTIONS
- Who was responsible for ending slavery in the United States?
- Does Abraham Lincoln deserve to be called the “Great Emancipator?”
- Was the Civil War worth its costs?
UNIT OBJECTIVES
1. Describe the ways in which the Confederate States of America compared with the United States in manpower, natural resources, finances, industrial potential, and public support.
2. Evaluate the significant legislation enacted by Congress once Southern members were no longer a factor.
3. Describe the considerations involved in President Lincoln's decision to issue the Emancipation Proclamation, and its reception in the North, in the South, and in Europe.
4. Explain the basic structure of the government of the Confederate States of America, how it differed from that of the United States, and how it dealt with the vital question of states' rights.
5. Evaluate the efforts of Presidents Lincoln and Jefferson Davis to act as commander in chief under their respective constitutions.
6. Report how other nations, particularly England and France, viewed the struggle, and how their courses of action affected the outcome.
7. Identify how the war affected Americans of all classes in both the North and South.
QUESTIONS
1 –
- Create a CHART illustrating the advantages and disadvantages of the North and South in terms of their readiness for war.
North Advantages: - Population (22.5 mil vs. 5.3 mil non-slaves) - Larger navy - Better railroads - Manufacturing: workers and production rates - Financial resources - Food crops - Immigrants - Moral cause (after the Emancipation Proclamation) | South Advantages: - Defensive war - Superior army - West Point attendees - Experiences with firearms/horses - Cotton - Farmers most likely to hold to service - Slaves |
North Disadvantages: - War of conquest | South Disadvantages - Slaves |
- How did the Republican Party act to expand the American economy during the war? To which pre-war party was their program similar? Why were they able to enact it when the previous party was not successful?
The Republican Party expanded the economy during the war in a variety of ways. Congress passed the Homestead Act of 1862, which provided public land free to pioneers who agreed to farm the land for five years. The Morrill Act of 1862 helped states establish agricultural and technical colleges. Congress also authorized construction of the nation's first transcontinental railroad.
- How did the Union propose to finance the war? How successful was this plan? What effect did it have on the economy?
The Union proposed to finance the war though the issuance of paper money. Prior to the war paper money was issued by state banks. Congress passed two important pieces of legislation to regulate the country’s financial system. The Legal Tender Act of 1862 authorized the federal government to issue paper money. Because these notes were printed on green paper, they became known as greenbacks. The National Bank Act of 1863 created the nation's first truly national banking system. To fund the war, Congress levied a 2 percent tax on state bank notes. This raised revenue for the Union but mostly it forced state banks to join the federal system.
- How did the Union propose to raise troops? To what extent was it forced to use conscription? How did the nation react to this?
After voluntary enlistments in the Union army dropped significantly in 1863, the federal government instituted an unpopular military draft and decided to enlist black as well as white troops. Democrats in the North encouraged immigrants to rebel against the draft in particular. Warning that the war was to abolish slavery and to encourage cheap black labor to come to the North, riots broke out in the North. In fact, the New York City draft riots were the worst instances of mob violence in U.S. history.
- What did Lincoln believe were the extent of presidential war powers?
Lincoln believed his powers as commander-in-chief were extensive. He believed only he, and not Congress, had the power to emancipate slaves. He demonstrated he had the power to call the militia, impose a military blockade, spend federal funds prior to Congressional appropriation, and suspend the writ of habeas corpus as well as censor the press.
- Who were the opponents to the war in the North? How did Lincoln use his power against them? What was the outcome?
Northern Democrats opposed the war and were particularly concerned with Lincoln’s attempts to emancipate slaves. Lincoln used his power against them by imprisoning nearly 13,000 people without trial during the war as well as shutting down Democratic newspapers in New York, Philadelphia, and Chicago.
- For what reason was the “Union Party” created? Who were its candidates?
The Nation Union Party was create in 1864 by Republicans and pro-war Democrats who supported Lincoln’s re-nomination for president. The party also selected Andrew Johnson, a former TN Democrat as his Vice President. The Radical Republican Party nominated John C. Freemont, who withdrew month before the election.
- What were the two factions try to control the Republican Party? What were their goals? Which group did Lincoln support?
The two factions trying to control the Republican Party included supporters of Lincoln’s moderate and lenient approach to reuniting the Union. Their primary goal was to reunite the Union. Radical Republicans aimed to reunite the Union with more strict terms that included requiring states to abolish slavery. While Lincoln was committed to ending slavery, his priority was first to reunite the states.
- How was the split in the Republican Party revealed in the debate over what to do about slavery? What action did each faction propose? What was Lincoln’s response to each faction?
Some within the Republican Party believed colonization to be the only solution to the challenges created by slave emancipation. Lincoln himself adhered to this belief and arranged a colony be established of the coast of Haiti for some 450 African American settlers. Colonization attempt failed however due to mismanagement and disease. Another more radical faction believed in extending rights to former slaves.
- What factors, other than political pressure, brought about the Emancipation Proclamation? What did the proclamation really accomplish?
Lincoln’s own personal sentiments also brought about the Emancipation Proclamation, as did Congressional Acts allowing for the confiscation of Southerner’s property. The proclamation stated that all slaves in designated parts of the South on January 1, 1863, would be freed. The President hoped that slave emancipation would undermine the Confederacy from within. it has sometimes been charged that the Emancipation Proclamation did not free any slaves, since it applied only to areas that were in a state of rebellion, and explicitly exempted the border states, Tennessee, and portions of Louisiana and Virginia. This view is incorrect. The proclamation did officially and immediately free slaves in South Carolina's sea islands, Florida, and some other locations occupied by Union troops.
- What role did African Americans play in support of the Union cause?
African Americans volunteered and were drafted as well into the Union Army. In fact, 10% of Union soldiers were African American and 3/5 of those were former slaves. Twenty-four of these soldiers received the Congressional Medal of Honor for bravery in battle. The inclusion of African Americans in the Union Army made it far less likely that the Union would agree to an end to the conflict that did not abolish slavery. Slaves also played a crucial role in their own liberation. Over one hundred thousand deserted plantations and fled to Union lines. They staged small insurrections.
- What impact did the Civil War have on Northern industry? on women in the North?
The Civil War encouraged the transformation of industry in the North. Factories increased production of war supplies and arms. Increasingly women took up the factory jobs.
- What part did women play in the Union war effort?
Women worked in factories, shops, and especially, the expanding civil service, where women took jobs as clerks, bookkeepers, and secretaries. Some women also served as spies and even disguised themselves to serve as soldiers. Most notably however, thousands of women served as nurses for wounded men on the battlefield and in hospitals.
Terms –
Morrill Tariff Act (1861)
Homestead Act (1862)
Pacific Railway Act (1862)
Morrill Land Grant College Act (1862)
Confiscation Acts (1861, 1862)
National Bank Acts (1863, 1864)
greenbacks
Peace Democrats [Copperheads]
Clement L. Vallandigham
Conscription Act (1863)
A rich man’s war, but a poor man’s fight!
New York Draft Riots (1863)
writ of habeas corpus
Emancipation Proclamation
54th Massachusetts Regiment
Clara Barton
Mathew Brady
2 –
- What were the origins of the Confederate government? How did its constitution differ from that of the United States?
The Confederate States of America were established by the states of the lower South in February 1861. Its constitution was based upon the U.S. Constitution but specifically referred to slavery, state sovereignty, and God. It guaranteed slavery in the states and territories, but it upheld the ban of the international slave trade. It limited the President to one six-year term, gave the President a line-item veto, and required a 2/3 vote of Congress to admit new states. The Confederate Constitution also prohibited protective tariffs and federal government funding of internal improvements.
- What problems did the leaders of the Confederacy face?
The Confederacy’s president, Jefferson Davis faced challenges due to his humorless personality; his poor health; and his inability to delegate. The greatest problem faced by confederate leaders was their failure to inspire confidence in due to the Confederacy’s failure to secure federal property within its boundaries.
- How did the Confederacy attempt to finance the war?
The Confederacy refused to raise taxes to finance the war. Instead, the government opted to sell war bonds and simply print money without being backed by gold or silver. This plan led to hyperinflation that resulted in food riots in Richmond.
- How did the Confederacy propose to raise troops for the war? How did these plans compare with those of the Union? How successful were they?
The Confederacy also imposed a draft. They allowed people to pay substitutes to serve for them like the North. They also enacted the Twenty Negro Law which exempted one white man from service on each plantation without more than 20 slaves. Conscription in the South also resulted in outrage. Many people protested the conflict was “a rich man’s war and a poor man’s fight.”
- How did the Civil War “transform” Southern society? How was this transformation like that which took place in the North? How was it different?
The Civil War transformed Southern society in the fact that it was the first total war in American history. As the war dragged on Unionist military leaders felt it necessary to destroy the property of Southerners in an attempt to force an unconditional surrender. In both the North and South families were divided, but the South faced more dramatic changes because not only did the fighting take place there but the institution of slavery, upon which much of the Southern economy was based, was abolished. In the North, people assumed different occupations than they had previously, but they did not face the same degree of chaos, violence, and insecurity as Southerners.
- Why was Lincoln more successful at organizing a command system than Davis?
Lincoln was more successful at organizing a command system than Davis because he maintained the confidence of those who elected him and the military leaders he commanded. Davis was not as good at delegating as Lincoln was. In addition, Lincoln had inherited an already well established political system, while Davis had to face the challenge of improvisation. Davis also had the added pressure of trying to uphold the principal of states’ rights, while attempting to command a unified new country.
- What role did Lincoln propose for the United States Navy? How did the Confederacy attempt to overcome this naval advantage?
Lincoln proposed the United States Navy establish a blockade of southern ports on the Atlantic to cut off the Confederacy’s trade in cotton. In the early years of the conflict the blockade was largely ineffective because the Confederacy used the Mississippi River instead for trade. After the Battle of Vicksburg in 1963 however the Union also secured control over the Mississippi.
- What were the foreign policy objectives of the Union and Confederacy? How did each attempt to achieve these objectives and how successful were they?
The Union sought to put economic pressure on the Confederacy with the establishment of a blockade. The Union attempted to appeal to liberals in Europe who supported abolition, again affirming the idea that the war was to end slavery. Meanwhile, the Confederacy sought a great victory in the North to gain credibility and convince European countries to supply aid to the newly established country.
- How did the West play a continuing political, diplomatic, and military role in the conflict?
Victories in the western theater of the war undermined the hopes for Confederate independence. The goal of the military plan in the West was the gain control of the Mississippi River. The Union was able to capture Confederate forts in the West and achieve this goal. Some American Indians in the West, particularly those whom owned slaves themselves, fought for the Confederacy. This only encouraged the Union to treat American Indians more harshly. During the Civil War the federal government also fought a war with the Plains Indians in the West.
Terms –
Jefferson Davis
Alexander H. Stephens
“backcountry” southerners
“upcountry” southerners
Mary Boykin Chestnut
Gen. George B. McClellan
Gen. Robert E. Lee
Monitor
Merrimac [Virginia]
“King Cotton” diplomacy
Trent Affair
William C. Quantrill
Jayhawks
ex parte
Ex parte Merriman (1861)
Ex parte Milligan (1866)
3 –
- How did advances in the effectiveness of arms and artillery change the way soldiers in the field fought?
Advancements in arms and artillery changed the range at which soldiers fought but they continued to fight on battlefields. The Union resorted to total war efforts by destroying any potential Confederate supplies. The new technology resulted in a huge number of casualties. Soldiers used repeating rifles (which could fire several shots without reloading), breech-loading arms (which were loaded from behind the barrel instead of through the muzzle), and automated weapons like the Gatling gun. The Civil War also marked the first use by Americans of shrapnel, booby traps, and land mines.
- What was the response of the border states to the outbreak of war?
The border states that agreed to stay with the Union refused to compromise on the issue of slavery. They demanded that the federal government not abolish the institution. Lincoln met with border state members of Congress to discuss potential gradual emancipation over a 30 year period but the Congressmen rejected Lincoln’s proposition. With the Emancipation Proclamation, Lincoln acknowledge the border states’ continued right to allow slavery. Abolition came to these states (Delaware, Kentucky, Maryland, and Missouri) only with the passage of the 13th Amendment in December of 1865.
- Why was the outcome of the First Battle of Bull Run [First Manassas] such a shock? What did it reveal about the possibility of an early end to the struggle and about the readiness of the two sides for major conflict?
The First Battle of Bull Run resulted in a Union retreat. It dashed Northerners’ hopes of a swift victory and illustrated that both the North and South were committed to their cause.
- What were the strengths and weaknesses of General George McClellan’s military leadership? of General Robert E. Lee’s military leadership?
McClellan and Lee often faced the challenge of misinformation when it came to leading their troops in battle. Lincoln distrusted McClellan because he was a Democrat and believed him to be overly cautious. McClellan did hesitate at times to follow through on the offensive. After the Battle of Antietam, Lincoln replaced McClellan with General Ambrose Burnside. In contrast to having too little confidence, Robert E. Lee seemed at times to be overly confident. Lee led a daring invasion into Pennsylvania, mistakenly assuming Union forces remained in Virginia. This error resulted in the Battle of Gettysburg, where Lee launched a frontal assault against a well-fortified defensive position on a hill. This rash plan resulted in heavy causalities and Lee was force to retreat. The Confederacy suffered a disastrous defeat
- What was the Union plan for the conquest of the West? How did the Confederates propose to defend this area?
The Union plan for conquest of the West was to gain control of Mississippi River. Grant proceeded to take two forts the Confederates had built along the Tennessee River. The Confederates welcomed the help of American Indians to secure the area.
- How did the battle of Shiloh change Grant’s thinking about his military plans?
Grant proceeded along the Tennessee River without waiting for reinforcements. He faced a surprise attack at the Battle of Shiloh which resulted in a high number of casualties, but he was able to push back the southern forces.
- Why is the Battle of Antietam considered to be one of the turning points in the war?
The Battle of Antietam is considered one of the turning points in the war because the Union managed to thwart the Confederacy’s attempt to seeks a surprise victory on Northern soil to encourage European support for their cause.
- What was Grant’s grand strategy for 1864? What were his objectives?
- How was the Confederacy finally defeated? In what way did the Union forces destroy the South’s will to carry on the fight?
The Confederacy was defeated by fighting a total war in which Union troops sought to break the Confederacy’s will to fight. Union forces destroyed supply lines (railroads), looted houses, and burned factories. Once supplies were cut off from Richmond, Lee’s troops retreated westward but were overtaken by Grant’s army. Lee finally surrendered at Appomattox in April of 1865.
Terms –
First Battle of Bull Run [First Manassas]
Anaconda Plan
General “Stonewall” Jackson
Battle of Antietam (1862)
Battle of Gettysburg (1863)
General Ulysses S. Grant
General William Tecumseh Sherman
Sherman’s “March to the Sea”
Appomattox Court House
Andersonville
Unit 13: Objective Checklist
Can you meet the objective? | No | Partly | Yes | Notes: |
1. The ways in which the Confederate States of America compared with the United States in manpower, natural resources, finances, industrial potential, and public support. | ||||
2. The significant legislation enacted by Congress once Southern members were no longer a factor. | ||||
3. The considerations involved in President Lincoln's decision to issue the Emancipation Proclamation, and its reception in the North, in the South, and in Europe. | ||||
4. The basic structure of the government of the Confederate States of America, how it differed from that of the United States, and how it dealt with the vital question of states' rights. | ||||
5. The efforts of Presidents Lincoln and Jefferson Davis to act as commander in chief under their respective constitutions. | ||||
6. How other nations, particularly England and France, viewed the struggle, and how their courses of action affected the outcome. | ||||
7. Identify how the war affected Americans of all classes in both the North and South. |
Journal Samples:
Unit #1 U.S. History Journals:
Journal #1 - Why do we study American history? What can we learn from the past? What do you most want to learn from this class?
Journal #2 – After reading the article “Indian Mascots are Offensive to Many Native Americans,” by Dr. Jessica Johnson, describe what you think about using Native Americans as sport/school mascots. Do you think it is disrespectful to Native American culture or is it meant to honor it? Is it acceptable in some cases and not in others? Explain your answer.
Journal #3 – In the United States, we celebrate Columbus Day each year on October 12th. After learning about the life of Columbus, do you believe he should be celebrated for “discovering” America? Why or why not?
Journal #4 – Indentured servant/slave journal: Describe what conditions were like for the indentured servant or slave you read about. What were some challenges they faced? What is the difference between an indentured servant and a slave?
Journal #5 – If you had to choose, which region of the Americas would you have preferred settling in during the early 18th century? Why? What is most appealing about this location? Why are the other choices not as good as your choice? You should consider: Virginia, New England, the Middle Colonies, and Spain’s Empire.
Journal #6 – Salem Witch Trial Cheating Simulation: Were you going to turn somebody in for cheating or not? Did you consider turning in someone you know did not cheat to save yourself? Would you admit to cheating even if you didn’t? Would it be worth it to defend the truth even though doing so means your grade may have been hurt? How did the simulation make you feel? Was it fair?
Unit #2: Geography Journals
Journal #1
- Considering the U.S. is the wealthiest country in the world, were you surprised by the answers to the quiz on poverty? What surprised you the most? What can be done to reduce poverty in the U.S.? Do we have a responsibility to fight poverty around the world as well?
Journal #2
- Do you agree with the statement that money can’t buy happiness? Do you think Americans work too much? What jobs/careers are you interested in pursuing? What education will you need? Will you have to work a lot? What will you do to be happy when you are not working?
Journal #3
- Based on the criteria discussed and the article you read, how free is the United States? What positive things has the U.S. government done to promote political freedom? What can be done to promote more effective governance? How can individuals make a difference?
Journal #4
- What are the similarities and differences between health care in the U.S. and health care in Canada?
