Union in Peril
The Union in Peril
$120 for 4 weeks
We will be using "The Americans" by McDougal Littell. ISBN: 0-395-85182-3. This textbook is available on Thriftbooks.
Homework assignments are given through Classcraft. Students will have 4 - 8 assignments per week that build from simple to complex. The homework listed below is the final assignment (complex one) for that week in Classcraft.
13 - 18 years old
Session 1: The Divisive Politics of Slavery
Students will identify Wilmot Provise, secession, Compromise of 1850, popular sovereignty, Stephen A. Douglas and Millard Fillmore.
Students will be introduced to their course project.
Students will identify three factors that helped to industrialize the North.
Students will explain why Northerners favored the Wilmot Proviso and Southerners did not.
Students will explain why California's application for statehood caused an uproar.
Students will contrast John C. Calhoun and Daniel Webster's goals for The Compromise of 1850.
Students will describe the results of Stephen A. Douglas's unbundling of Henry Clay's resolutions.
Students will examine the life of Stephen A. Douglas.
1) Complete Section 1 Assessment on page 287.
2) Read pages 288 - 294 in course textbook.
3) Start your course project.
Session 2: Protest, Resistance and Violence
Students will review their homework.
Students will identify Fugitive Slave Act, personal liberty laws, Underground Railroad, Harriet Tubman, Harriet Beecher Stowe, Uncle Tom's Cabin, Kansas-Nebraska Act, John Brown and Bleeding Kansas.
Students will describe the effects the Fugitive Slave Act had on abolitionist feelings in the North.
Students will summarize how the Underground Railroad operated.
Students will contrast the Northern and Southern reactions to Uncle Tom's Cabin and the incident between Brooks and Sumner.
Students will examine the lives of Harrier Beecher Stowe and John Brown.
Students will explain why popular sovereignty was so controversial.
Students will explain why Kansas became a center of controversy over the issue of slavery.
1) Complete Section 2 Assessment on page 294.
2) Read pages 295 - 298 in course textbook.
3) Continue working on your course project.
Session 3: The Birth of the Republican Party
Students will review their homework.
Students will identify Horace Greeley, Franklin Pierce, nativism, Know-Nothing Party, Free-Soil Party, Republican Party, John C. Fremont and James Buchanan.
Students will describe the effect the Kansas-Nebraska Act had upon the Whig Party.
Students will explain why most free-soilers objected to slavery.
Students will analyze The Impending Crisis of the South.
Students will summarize some of the cultural conflicts caused by the influx of white settlers into Texas.
Students will explain why the elections of 1856 were important to the growth of the Republican Party.
1) Complete Section 3 Assessment on page 298.
2) Read pages 299 - 307 in course textbook.
3) Complete the questions in the Interact with History on page 307.
4) Continue working on your course project. You will present your project in the next session.
Session 4: Slavery and Secession
Students will review their homework and present their projects.
Students will identify Abraham Lincoln, Dred Scott, Roger B. Taney, Freeport Doctrine, Harper's Ferry, Confederate States of America, and Jefferson Davis.
Students will examine the history of political debates in the United States.
Students will explain the significance of the Dred Scott decision.
Students will explain why President Buchanan supported the Lecompton constitution.
Students will compare and contrast Abraham Lincoln's and Stephen A. Douglas' position on slavery.
Students will analyze the Panic of 1857.
Students will explain why Harper's Ferry increased tensions between the North and the South.
Students will analyze the evolution of political advertising.
Students will describe how Abraham Lincoln's election affected the South.
Students will analyze the formation of the Confederate States of America and states' rights.