S1+Brookings,Tyler+Quinn

=Stage 1 - Identify Desired Results= E1. Historical knowledge,concepts,themes and patterns Grade 9- Diploma" Civil war and Reconstruction" Students understand the major eras,major enduring themes and historic influences in the united states and world history including the roots of the democratic philosophy,Ideals and institution in the world. ||
 * **Establish Goals (MLR):** **(G)** ||
 * Maine Learning Results: Social Studies- E. History

//What understandings are desired?//
•The repercussions of the civil war had a devastating effect on the population as well as the infrastructure of the united states. •During the Civil war the United States was undergoing political and societal mayhem. ||
 * **//Students will understand that://** **(U)** ||
 * • The civil war was a battle fought between Union and Confederate forces.

//What essential questions will be considered?//
•To what extent did the Civil War impact the infrastructure of the United States? •How did the poitical and societal changes impact the outcome of the war? ||
 * **Essential Questions:** **(Q)** ||
 * •For what reason(s) did the confederate forces of the south and the Union forces of the North raise arms against one another?

//What key knowledge and skills will students acquire as a result of this unit?//
Confederate, Dred Scott, Emancipation Proclamation, Stowe. •Important events and people: Lincoln, Antietam, Gettysburg, Bull run, slave states from none slave states. •Definitions: Secession, Union, Confederate, Jim Crow, Inaugural. || •Explain: Express the importance of the civil war and reconstruction. •Interpret: Make sense of historical and Ideas of the Civil War •Apply: Exhibit basic knowledge of the civil war •Perspectives: Analyze aspects which led to the end of the civil war. •Empathy: Relate common themes to other wars. •Self-Knowledge: Reflect on well known figures throughout the era ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * •Vocabulary: Reconstruction, Union,


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**