ateixera

Andrew-Miles Teixeira Text Set

Context: This text set is geared toward a 10th grade College Preparatory American History class. This text set covers various prints, and media sources to help describe the events leading up to the Civil War. The question being posed to students is why and how America became so divided on slavery.

 Media Resources Online Interactive Resources Instructional Resources Learning Objectives
 * 1) Print resources
 * 2) Text book “War Terrible War.”
 * Citation: Hakim, J. (2005). //War terrible war//. New York, New York. Oxford University Press.
 * Text Summary: This text provides information about how the US became increasingly divided in its attitudes toward slavery. As the US expanded westward no body quite new if slavery would come with it. America had to make a choice to keep slavery or abolish it.
 * Rationale: By 1860 there seemed to be no way around the controversial issue of slavery. If the Union was to survive and be true to its founding principles, there would have to a war.
 * Use of Text: To prompt a discussion on the Civil War I could have students read this text then write 3 main causes and effects of War.
 * Attachment: See photocopies
 * 1) Novel Uncle Toms Cabin
 * Citation: Stowe, H. (1852). //Uncle toms cabin.// National era
 * <span style="font-family: 'Times New Roman','serif';">Text Summary: Follows three slaves and their experiences in and out of slavery, through the pre Civil War South.
 * <span style="font-family: 'Times New Roman','serif';">Rationale: This book is the second most sold book in America following the Bible. This book had a tremendous impact on American society as it struggled to preserve the union and hold true to its principles of freedom and equality.
 * <span style="font-family: 'Times New Roman','serif';">Use of Text: I could use excerpts from this book to discuss the morality of slavery. I could have students choose 3 events from the plot and decide if they are an accurate portrayal of this time period.
 * <span style="font-family: 'Times New Roman','serif';">Attachment: See photocopy
 * 1) <span style="font-family: 'Times New Roman','serif';">Tran-Atlantic Slave trade graph
 * <span style="font-family: 'Times New Roman','serif';">Citation: Frankel, N. (2009). //The atlantic slave trade and slavery in america.// Retrieved March 23, 2013. []
 * <span style="font-family: 'Times New Roman','serif';">Text Summary: Slave trade routes from Africa to the Americas during the period 1650-1860 are shown. 10-15 million slaves were taken from the west coast of Africa against their will to work as a labor force in the new world.
 * <span style="font-family: 'Times New Roman','serif';">Rationale: students can see in terms of numbers how many slaves were taken from Africa and their movements over 200 years.
 * <span style="font-family: 'Times New Roman','serif';">Use of Text: I would show the graph at the beginning of class to give students an estimated number of people taken from Africa, and where they were sold.
 * <span style="font-family: 'Times New Roman','serif';">Attachment: see photocopy
 * 1) <span style="font-family: 'Times New Roman','serif';">Slave Trade Picture Book
 * <span style="font-family: 'Times New Roman','serif';">Citation: The Slave Trade. (2013). //The History Channel website//. Retrieved 6:04, March 25, 2013, from [].
 * <span style="font-family: 'Times New Roman','serif';">Text Summary: Pictures taken at real life slave trading outpost in the South.
 * <span style="font-family: 'Times New Roman','serif';">Rationale: The pictures are hard hitting and evoke emotion. You can see first hand accounts of how slaves were treated and sold openly in the community.
 * <span style="font-family: 'Times New Roman','serif';">Use of Text: I can use these pictures to evoke an emotional response from students. A picture can have a longer lasting impression then a set of text.
 * <span style="font-family: 'Times New Roman','serif';">Attachment: see photo copies
 * 1) <span style="font-family: 'Times New Roman','serif';">Emancipation Proclamation
 * <span style="font-family: 'Times New Roman','serif';">Citation: Lincoln, A. (1863). //Emancipation proclamation.// Retrieved March 24, 2013. []
 * <span style="font-family: 'Times New Roman','serif';">Text Summary: Despite his personal opposition to slavery, President Abraham Lincoln took office and insisted that his constitutional duty was to keep the nation together, not to abolish slavery. Eventually this all changed when Lincoln realized he would not be able to bring the nation back together without abolishing slavery.
 * <span style="font-family: 'Times New Roman','serif';">Rationale: To give students a concrete example of why the Civil War was being fought. It also gives students an idea of the direction the United States and its plans for the future.
 * <span style="font-family: 'Times New Roman','serif';">Use of Text: using primary sources such as the Emancipation Proclamation gives students actual evidence of the grand scale of the civil War. I can have student’s right 3 takeaways from this document that are essential to understanding slavery and the Civil War.
 * <span style="font-family: 'Times New Roman','serif';">Attachment: See photocopies
 * 1) <span style="font-family: 'Times New Roman','serif';">Underground Railroad video
 * <span style="font-family: 'Times New Roman','serif';">Citation: The Abolitionist Movement. (2013). //The History Channel website//. Retrieved 6:36, March 25, 2013, from [|http://www.history.comhttp://www.history.com/videos/abolition-and-the-underground-railroad].
 * <span style="font-family: 'Times New Roman','serif';">Text Summary: In the decades before the Civil War, anti-slavery sentiment sparked an abolitionist movement that employed risky and radical tactics to bring an end to slavery.
 * <span style="font-family: 'Times New Roman','serif';">Rationale: This video brings to life the great lengths people went to, to escape slavery.
 * <span style="font-family: 'Times New Roman','serif';">Use of Text: I can use this video to see what students found to be interesting. I can also bring to light some of the major icons of abolition and leader of the Underground Railroad Harriet Tubman.
 * <span style="font-family: 'Times New Roman','serif';">Attachment: This is a video
 * 1) <span style="font-family: 'Times New Roman','serif';">Slave Work Song
 * <span style="font-family: 'Times New Roman','serif';">Citation: Colonial Williamsburg Foundation (January 6, 2012) Slave work songs. [video file] Retrieved from [|http://www.history.org/history/teaching/enewsletter/february03/worksongs.cfm#]
 * <span style="font-family: 'Times New Roman','serif';">Text Summary: this collection of songs depicts how African Americans during the work that was required of them. They were usually sung to make the work go by faster and seem not as difficult. They are uplifting and inspirational to hear.
 * <span style="font-family: 'Times New Roman','serif';">Rationale: These songs will give a glimpse of the slave culture and how the prejudice and hate they faced affected their lives of slaves.
 * <span style="font-family: 'Times New Roman','serif';">Use of Text: I will use this song by asking questions relevant to the meaning of the lyrics.
 * <span style="font-family: 'Times New Roman','serif';">Attachment: [|http://www.history.org/history/teaching/enewsletter/february03/worksongs.cfm#]
 * 1) <span style="font-family: 'Times New Roman','serif';">Quizzes, Test’s and Interactive Guides
 * <span style="font-family: 'Times New Roman','serif';">Citation: Nussbaum, G. (2012)//Learning and fun//. Retrieved March 22, 2013 from [|http://mrnussbaum.com/about/#mrn]
 * <span style="font-family: 'Times New Roman','serif';">Text Summary: Test your knowledge on the Civil War with Interactive maps, crosswords, and other fun games.
 * <span style="font-family: 'Times New Roman','serif';">Rationale: Learning should be fun, the opportunity to play some games while getting an education is always positive and encourages learning.
 * <span style="font-family: 'Times New Roman','serif';">Use of Text: I will have students play a number of the games to assist in the scaffolding of important information such as dates, people, and events.
 * <span style="font-family: 'Times New Roman','serif';">Attachment: no attachment
 * 1) <span style="font-family: 'Times New Roman','serif';">Civil War Interactive Poster
 * <span style="font-family: 'Times New Roman','serif';">Citation: Civil war interaction poster (n.d) retrieved March 22, 2013, from []
 * <span style="font-family: 'Times New Roman','serif';">Text Summary: The poster is divided into four quadrants. Hover your mouse over a quadrant to highlight it and click. When the image of that quadrant appears, click on an asterisk to learn about the object and find related learning and teaching resources.
 * <span style="font-family: 'Times New Roman','serif';">Rationale: Let students be creative and make their own favorite posters with some of their favorite people and places in the Civil War.
 * <span style="font-family: 'Times New Roman','serif';">Use of Text: Use this interactive poster to begin a conversation with students about what we know about the past, and especially about the Civil War.
 * <span style="font-family: 'Times New Roman','serif';">Attachment: no attachment
 * 1) <span style="font-family: 'Times New Roman','serif';">Teachers version of text book
 * <span style="font-family: 'Times New Roman','serif';">Citation: Dallek, R. &Garcia, &J. Ogle, D. &Risinger, C. (2007) //American history//. Teacher’s edition. Evanston, IL: McDougal Litell.
 * <span style="font-family: 'Times New Roman','serif';">Text Summary: techniques and strategies used to help struggling readers understand and apply information. Stresses the importance and how to look for key vocab and facts specific to the Civil war.
 * <span style="font-family: 'Times New Roman','serif';">Rationale: To help students focus on material and get students to study and find important and useful information relevant to the Civil war.
 * <span style="font-family: 'Times New Roman','serif';">Use of Text: I would use some of the outlined activities such as the think, plan, and share to prompt class discussions. I will also focus on information that I want students to learn by starting the conversation with an intended focus which is to learn about the causes of the Civil War.
 * <span style="font-family: 'Times New Roman','serif';">Attachment: See photocopies

= HP 2: History is a chronicle of human activities, diverse people, and the societies they = = = =** C&G 5 (9-12) -3 ** Students demonstrate an understanding of how the choices we make impact and are impacted by, an interconnected world by…. identifying and summarizing the intended and unintended consequences of a conflict. =

<span style="font-family: 'Times New Roman','serif';">Common Core Standards


 * 1) <span style="font-family: 'Times New Roman','serif';">Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
 * 2) <span style="font-family: 'Times New Roman','serif';">Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.