Social Studies Department Leaders Meeting

1. Social Studies Department Leaders Meeting February 27, 2014

2. Reflect • Did you department have time to work on revising questions to be text-dependent and text-specific? What successes/challenges emerged?

3. 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 TAH Summer Institute on the Constitution, June 18-20 - Sign up soon! • AP textbook adoption for USH and Government, first meeting in late May • Project REAL is offering free court tour field trips. Monuments Men teaching materials

4. Action Item: Scope & Sequence • Discuss with your departments the issues of not teaching the Nevada State Social Studies Standards as revised in 2008. There are many reports that 10th grade teachers are teaching Ancient World History and that 11th grade teachers are teaching early American history.

5. Professional learning Core Action 1-3 This work takes time to master and is ABSOLUTELY ESSENTIAL to implementing CCSS effectively. The practice we do today should be replicated in your departments.

6. Activity to replicate with your department. 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?

7. 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?

8. 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.

9. Civil War Chapter 15 SECESSION AND THE CIVIL WAR

10. I 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."

11. Early Campaigns and Battles (1) • Northern achievements by 1862 • total naval supremacy • Confederate troops cleared from West Virginia, Kentucky, much of Tennessee • New Orleans captured • Confederate achievements by 1862 • stall campaign for the Mississippi at Shiloh • defend Richmond from capture by McClellan • Kept North at bay

12. Early Campaigns and Battles (2) • Bull Run #1 (Manassas, VA) -- July, 1861 • Gen. Winfield Scott’s humiliating defeat • Forts. Henry & Donaldson, TN – Feb, 1862 • Grant captures forts, confeds leave KY and mid-TN • Shiloh, TN -- April, 1862 • Bloody stalemate, confederates retreat to Miss • New Orleans – April, 1862 • Farragut captures city and secures mouth of Miss R. • Seven Pines, VA – May, 1862 • McClellan indecisive & eventually retreats (may have captured Richmond)

13. Early Campaigns and Battles (3) • Bull Run #2 (Manassas, VA) -- Aug, 1862 • McClellan slow to join Polk – defeated by Lee • Antietam (Sharpsburg, MD) – Sept, 1862 • Lee invades North & McClellan fights to a draw • Heaviest casualties of war, Lee retreats south • Fredericksburg, VA – Dec, 1862 • Lincoln replaces McClellan with Burnside who attacks a fortified conf. position and is defeated

14. Civil War, 1861-1862

15. Civil 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.

16. Battle of Bull Run (1st Manassas)July, 1861

17. War in the East: 1861-1862

18. 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. • What words and phrases are used to describe the Battle of Antietam? • What impact did photography have? • What happened to the dead (and wounded) after the battle? For what reasons? • How is Antietam described as a turning point in the war and in American history?

19. Battle of Antietam “Bloodiest Single Day of the War” September 17, 1862 23,000 casualties

20. McClellan: I Can Do It All!

21. The Diplomatic Struggle • England • belligerent rights extended to Confederacy • conditions recognition of independence on proof that South can win independence • France--Confederacy not recognized unless England does so first • "King Cotton" has little influence on foreign policy of other nations • 1863 South breaks diplomatic relations with Br. • European countries decided intervention not worth risk (no major victory by South)

22. GREAT BRITAIN… • South seeking alliance with GB (since GB industry was dependent on "King Cotton")...but GB was wary of events and did not want to become involved: • GB had stockpiled cotton as the conflict was escalating; they had also found other sources (Madras, India) • most Br. workers who lost their jobs in cotton factories had been able to find work in the new munitions factories that were mostly supplying the North • most Br. citizens resented slavery • Br. crop failures had led to increased grain trade with the North

23. North – GB Tensions Br. Ship Trent intercepted by N. on its way to GB from S.; carrying S. "ambassadors"...the N. resented Br. interference, leading some to call for war; Lincoln simply defused the situation by releasing the ship and the southern "agents" GB had also sold several ships to the S., namely theFlorida and the Alabama - they had sunk many N. ships

24. Fight to the Finish • North adopts radical measures to win • Emancipation & black support • 1863--war turns against South • Gettysburg • Southern resistance continues • Finally overcome by North’s advantages in economy, transportation, war materiel, manpower

25. The Coming of Emancipation • Lincoln favors gradual emancipation • Fear of alienating border states • Republicans increasingly for immediate emancipation • Europeans favor emancipation • September 22, 1862--Antietam prompts preliminary Emancipation Proclamation • surrender in 100 days or lose slaves • January 1, 1863--Proclamation put into effect for areas still in rebellion • Not applied to border states, not immediate • African Americans flee to Union lines • Confederacy loses thousands of laborers • Blacks volunteer for North military

26. TheEmancipationProclamation

27. “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.

28. African Americans and the War • 200,000 African American Union troops • Heroic performance in battles • Often fought to death to avoid capture • Many others labor in Northern war effort • Lincoln pushes further for black rights • organizes governments in conquered Southern states that abolish slavery • Maryland, Missouri abolish slavery • January 31, 1865--13th Amendment passed "Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction."

29. African-American Recruiting Poster

30. The Famous 54th Massachusetts

31. The Tide Turns (1) • South economy and social order collapsing • North, 1863--war-weariness • New York riots against conscription • Grant seems bogged down at Vicksburg • Union defeated at Chancellorsville, VA – May, 1863 • Democrats attack Lincoln over emancipation • Copperheads – “Peace at any Price” • Lincoln & North need battlefield victories soon

32. The Tide Turns (1) • Gettysburg, PN -- July, 1863 • Lee invades North and loses to Meade • Meade does not pursue Lee after retreat • Vicksburg, Miss – July, 1863 • Grants captures city after siege • North holds entire Mississippi

33. The Road to Gettysburg: 1863

34. Gettysburg – turning point Lee realized that the South was in dire straits and decided that it was crucial to attack the North on its own territory July 1-3, 1863 - BATTLE OF GETTYSBURG, Pa. July 3, General Pickett led 15,000 Confed. Troops across open fields - Union mowed them down "Pickett’s Charge” was “high-water mark of Confed.” Lee defeated -- retreated to Virginia Gettysburg -- largest battle in the history of the Western hemisphere Over 100, 000 people died in 3 days Last time the South invaded the North

35. Gettysburg Address • “Four score and seven years ago our forefathers --- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom -- and that government of the people, by the people, for the people, shall not perish from the earth. Abraham Lincoln Gettysburg, PA Nov 19, 1863

36. The War in the West, 1863: Vicksburg

37. Last Stages of the Conflict • Chattanooga, TN – Aug, 1863 • Grant arrives from Vicksburg -- defeats confederate army after Rosecrans lost at Chickamauga • March 9, 1864--Grant made supreme commander of Union armies • Union invades the South on all fronts in 1864 • Sept -- Sherman takes Atlanta & marches east through Georgia cutting South in half • Grant lays siege to Richmond, Petersburg • November 8--Lincoln reelected

38. Presidential Election Results:1864

39. Last Stages of the Conflict • April 9, 1865 (Appomattox, VA)--Lee surrenders • April 14 (Ford’s Theater)--Lincoln assassinated • May 26--Final capitulation of Confederacy

40. The Final Virginia Campaign:1864-1865

41. Surrender at AppomattoxApril 9, 1865

42. The Assassination

43. Effects of the War (1) • 618,000 troops dead • Bereft women seek non-domestic roles • Four million African Americans free, not equal • Industrial workers face wartime inflation

44. Casualties of War

45. THINKING CRITICALLY 1. 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)?

46. Effects of the War (2) • Federal government predominant over states • Federal government takes activist role in the economy • higher tariffs, free land, national banking system

47. POLITICAL-ECONOMIC IMPACTS Without Southerners in fed. government changes occurred benefitting the North: 1) Homestead Act passed by Congress in 1862 - encouraged Westward expansion w/o slavery - 165 acres to anyone who would farm it 5 yrs 2) Union-Pacific Railway was authorized - great trade potential focused on the Northern States 3) Tariffs were put in place to protect Northern industry

48. POLITICAL-ECONOMIC IMPACTS • 4) Congress established a single federal currency - same value in all states - known as "Greenbacks" • 5) to cover war debts, Union government issued war bonds and introduced the income tax • 6) in a further illustration of fed. government power, Lincoln restricted civil liberties so nothing would detract from Union war effort (suspended Habeas Corpus) - free press & speech also interrupted

49. EFFECTS OF CIVIL WAR creation of a single unified country abolition of slavery (yet discrimination continued) increased power to fed. government – killed the issue of nullification and extreme states rights U.S. now an industrial nation a stronger sense of nationalism Western lands more opened to settlement South was economically and physically devastated with the plantation system based on slavery destroyed...thus Reconstruction (rebuilding the South) - but a deep hatred of the North remained...

50. 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, 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?