Name: Bryce Curd

Date: May 28, 2015

Stage 1 Identify Desired Results

Established Goals:
USI.9

The student will demonstrate knowledge of the causes, major events, and effects of the
Civil War by
a) describing the cultural, economic, and constitutional issues that divided the
nation;
b) explaining how the issues of states rights and slavery increased sectional
tensions;
c) identifying on a map the states that seceded from the Union and those that remained
in the Union;
d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert
E. Lee, Thomas Stonewall Jackson, and Frederick Douglass in events leading to
and during the war;
e) using maps to explain critical developments in the war, including major battles;
f) describing the effects of war from the perspectives of Union and Confederate
soldiers (including African American soldiers), women, and enslaved African
Americans.

What essential questions will be considered?

How can the cultural, economic, and constitutional issues that divided the nation apply to the
larger world? (Application)
What do the increased sectional tensions between the North and South reveal about our country?
(Interpretation)
How are the cultural, economic, and constitutional issues that divided the nation during the Civil War
similar to/different from the Revolutionary War? (Perspective)

What understandings are desired?

Students will understand that
1. Everyone has different opinions and these opinions are not right or wrong but just
different than my own; although I may not agree with someone I can still get along with
them rather than hash it out (agree to disagree). In other countries there are different laws
and cultural norms that may not be accepted in America but that is okay and these
countries can still learn to get along for the sake of trade, communication and
international affairs.
Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA: Association
for Supervision and Curriculum Development.

Name: Bryce Curd

Date: May 28, 2015

2. People had a different way of living depending on where they lived but that did not mean
one was better than the other. Both sides need to be heard and there needs to be a
consensus reached or tensions like those in the Civil War will cause future wars around
the world.
3. Although the Revolutionary War and Civil War were two totally different wars, there
were conflicts that were very similar. In the Civil War, much like in the Revolutionary
War, there were two sides that could not agree on important issues and because these two
sides could not reach an agreement there was a division that eventually led to war in both
cases.

What key knowledge and skills will students acquire as a result of this unit?
Students will know
About the Issues that divided the nation:
Slavery
While there were several differences between the North and the South, the issues related to
slavery increasingly divided the nation and led to the Civil War.
o The agrarian South utilized slaves to tend its large plantations and perform other
duties. On the eve of the Civil War, some 4 million Africans and their descendants
toiled as slave laborers in the South. Slavery was interwoven into the Southern
economy even though only a relatively small portion of the population actually
owned slaves. Slaves could be rented or traded or sold to pay debts. Ownership of
more than a handful of slaves bestowed respect and contributed to social position,
and slaves, as the property of individuals and businesses, represented the largest
portion of the regions personal and corporate wealth, as cotton and land prices
declined and the price of slaves soared.
o The states of the North, meanwhile, one by one had gradually abolished slavery. A
steady flow of immigrants, especially from Ireland and Germany during the
potato famine of the 1840s and 1850s, insured the North a ready pool of laborers,
many of whom could be hired at low wages, diminishing the need to cling to the
institution of slavery.
Cultural issues
The North was mainly an urban society in which people held jobs in cities.
o Typical jobs included: factory workers, railroad industry, engineers, medicine
related, business related, education related and small scale farming.
The South was primarily an agricultural society in which people lived in small villages and on
farms and plantations.
o Typical jobs included: large scale plantation farming, military related, slavery
Because of their cultural differences, people of the North and South found it difficult to agree
on social and political issues.
o The North typically favored the Whig/Republican Party which was business and
education focused
Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA: Association
for Supervision and Curriculum Development.

Name: Bryce Curd

Date: May 28, 2015

o The South favored The Democratic Party which was agriculture and military
focused
Economic issues
The North was a manufacturing region, and its people favored tariffs that protected factory
owners and workers from foreign competition.
The South was largely agricultural. Southerners opposed tariffs that would cause prices of
manufactured goods to increase. Planters were also concerned that Great Britain might stop
buying cotton from the South if tariffs were added.
Constitutional issues
- A major conflict was states rights versus strong central government.
- An important issue separating the country related to the power of the federal government.
Southerners believed that they had the power to declare any national law illegal.
Northerners believed that the national governments power was supreme over that of the
states.
- Southerners felt that the abolition of slavery would destroy their regions economy.
Northerners believed that slavery should be abolished for moral reasons.
The Compromises attempted to resolve differences:
- Missouri Compromise (1820): Missouri entered the Union as a slave state; Maine entered
the Union as a free state.
- Compromise of l850: California entered the Union as a free state. Southwest territories
would decide the slavery issue for themselves.
- Kansas-Nebraska Act: People in each state would decide the slavery issue (popular
sovereignty).
About Southern secession:
Following Lincolns election, the southern states seceded from the Union.
-

South Carolina: December 20, 1860

Mississippi: January 9, 1861

Florida: January 10, 1861

Alabama: January 11, 1861

Georgia: January 19, 1861

Louisiana: January 26, 1861

Texas: February 1, 1861

Virginia: April 17, 1861

Arkansas: May 6, 1861

North Carolina: May 20, 1861

Tennessee: June 8, 1861

Kentucky: Ordinance passed by people in 1861

Missouri: Ordinance passed, but not presented to people

Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA: Association
for Supervision and Curriculum Development.

Name: Bryce Curd

Date: May 28, 2015

o Confederate forces attacked Fort Sumter in South Carolina, marking the

beginning of the Civil War.
o Lincoln and many Northerners believed that the United States was one nation that
could not be separated or divided.
o Most Southerners believed that the states had freely created and joined the union
and could freely leave it.
The causes of the Revolutionary War:
- Previously learned in fourth grade and prior to this unit on the Civil War in fifth grade:
o VS.3, VS.4 and VS.5
o USI.6 and USI.7

Students will be able to

-

Compare and contrast the cultural, economic and constitutional issues that divided the
North and South
Defend the North or the South about their views by advocating either for the Confederacy
or the Union
Explain the differences between the North and the South that led to the Civil War
Distinguish the similarities and differences of The Revolutionary War compared to the
Civil War
Recall the compromises that attempted to resolve conflicts prior to the Civil War
Identify the states that seceded
Create a constitution that may have prevented the Civil War from happening

Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA: Association
for Supervision and Curriculum Development.

Name: Bryce Curd

Date: May 28, 2015

Works Cited
Civil War Trust: Saving America's Civil War Battlefields . (2014). Retrieved from north and
south: differnt cultures, same country: http://www.civilwar.org/education/history/civilwar-overview/northandsouth.html?referrer=https://www.google.com/
Education, virginia department of. (2008). History and social science standards of learning
curriculum framework 2008: United States history to 1865. Richmond, Virginia.
Hargrett Rare Books and Manuscript Library. (2013, August). Retrieved from University of
Georgia special collections libraries:
http://www.libs.uga.edu/hargrett/selections/confed/dates.html
True causes of civil war. (2010, September). America's Civil War.

Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA: Association
for Supervision and Curriculum Development.

Name: Bryce Curd

Date: May 28, 2015

Focusing on Big Ideas to Frame Essential Questions

1.What is my content and SOL (write it out)?
Civil War: 1861 to 1865
USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the
Civil War by
a)
describing the cultural, economic, and constitutional issues that divided the nation;
b)
explaining how the issues of states rights and slavery increased sectional tensions;
2. Answer one of the following questions:

So what if I never learned _____ (whats the impact of not knowing your unit)?

If my unit on _the Civil War__ were a story, what would the moral of the story
be?

Think

Think

Think

If my unit on the cultural, economic, and constitutional issues that divided our nation were a
story, the moral would bethat although a country shares the same cultures, economy and laws,
does not mean the country is in agreement. Views people have differ even within the same
country and sometimes these differences lead to conflicts and even wars. As a citizen I know that
not everyone has the same views as me but I need to respect their differences rather than let it
divide us.
3. If this is why its important to really understand your content, look at the Essential Question
starters on pg. 120 of the UbD text. Write a question for each facet of understanding.
Explanation:
How might we justify the Civil War?
Interpretation:
What do the increased sectional tensions between the North and South reveal about our country?
Application:
How can the cultural, economic, and constitutional issues that divided the nation apply to the
larger world?
Perspective:
How are the cultural, economic, and constitutional issues that divided the nation during the Civil War
similar to/different from the Revolutionary War?

Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA: Association
for Supervision and Curriculum Development.

Name: Bryce Curd

Date: May 28, 2015

Empathy:
What would it be like to walk in the shoes of a person living during the Civil War?
Self-Knowledge:
What are my blind spots about the Confederacy/Union (depending on what state I teach in)?
4. Now choose. Which questions from the six facets of understanding do you believe are most
appropriate for framing your unit? (Typically, teachers identify 2-4 facets.) Write the facets that
youll be using.
Application:
How can the cultural, economic, and constitutional issues that divided the nation apply to the
larger world?
Interpretation:
What do the increased sectional tensions between the North and South reveal about our country?
Perspective:
How are the cultural, economic, and constitutional issues that divided the nation during the Civil War
similar to/different from the Revolutionary War?
5. Put yourself in the shoes of children in your class. Craft three or four child-like answers you
would expect the children to give for each of your questions. (Use more paper if you need it.)
Application:
The Civil War caused division among the states and there are countries today that are divided.
Even though slavery isnt the reason the countries are divided, there are economic and cultural
reasons much like in the United States during the Civil War.
The United States is the most powerful country in the world so having the nation divided would
cause many problems in the larger world with trade and communication.
Countries that have differing views of government are often the ones that dont get along. The
US shared the same government but the North and South interpreted the laws differently.
Interpretation:
The sectional tensions between the North and the South revealed that our nation was still divided
much like it was during the Revolutionary War. The states could not agree on whether or not to
have slaves and how each state had representation. I feel like the north looked down on the south
and the south looked down on the north for not seeing their way.

Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA: Association
for Supervision and Curriculum Development.

Name: Bryce Curd

Date: May 28, 2015

It reveals that the two sides were in such a disagreement that war was the only way to solve the
problems. The government could not step in and change how the two sides felt so the country
split into the Confederacy and the Union and many people had to die to eventually become a
united nation.
The South wanted slavery and the North wanted better representation in the government. The
North also wanted to abolish slavery while the South did not want to give up any of its power in
the government. This caused tension between the two and split the country into two separate
countries.
Perspective:
The issues that divided the US are not the same issues that divided us during the Revolutionary
War but division is the reason for war. In the Revolutionary War the issue was the British
restricting the Americans too much by placing taxes on everything and the Americans were not
allowed to represent themselves.
The Civil War was two groups battling each other for supremacy just like all the other wars
except these groups were both from the same country. In the Revolutionary War there
The Civil War was different from the Revolutionary War because it was brother versus brother
and not soldiers from different countries. All the battles happened in the United States which is
similar to the Revolutionary War.
6. Now step back and look for patterns or themes in those answers you crafted. If your children
give these answers to your essential questions, what are the understandings they are
demonstrating? For each EQ, use the sentence starter If children can answer this question, they
understand that Including the word that helps you unpack the understanding instead of
writing a fact. Each Essential Question will have its own Essential Understanding; there is a 1:1
correspondence between EQs and EUs.
Themes:
- Division/Differences (reconcilable or not)
- Unity and the need for
- The need for Reconstruction/a new government
- Conflict = War
If student can answer my question, How can the cultural, economic, and constitutional issues
that divided the nation apply to the larger world? then they understand thateveryone has
different opinions and these opinions are not right or wrong but just different than my own;
although I may not agree with someone I can still get along with them rather than hash it out
(agree to disagree). In other countries there are different laws and cultural norms that may not be
accepted in America but that is okay and these countries can still learn to get along for the sake
of trade, communication and international affairs.

Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA: Association
for Supervision and Curriculum Development.

Name: Bryce Curd

Date: May 28, 2015

If students can answer my question, What do the increased sectional tensions between the North
and South reveal about our country? then they understand that people had a different way of
living depending on where they lived but that did not mean one was better than the other. Both
sides need to be heard and there needs to be a consensus reached or tensions like those in the
Civil War will cause future wars around the world.
If student can answer my question, How are the cultural, economic, and constitutional issues
that divided the nation during the Civil War similar to/different from the Revolutionary War?
then they understand thatalthough the Revolutionary War and Civil War were two totally
different wars, there were conflicts that were very similar. In the Civil War, much like in the
Revolutionary War, there were two sides that could not agree on important issues and because
these two sides could not reach an agreement there was a division that eventually led to war in
both cases.

Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA: Association
for Supervision and Curriculum Development.

Name: Bryce Curd

Date: May 28, 2015

ELED 570 Stage 1 Checklist and Rubric

Directions: As you develop your stage, read over the checklist and rubric to see the criteria
that will be used to evaluate your work.
Checklist: This is your foot in the door. These must be completed by you before I will
apply the rubric to your work.
You included the full Virginia SOLs and indicated the part(s) that establish the goals for your

unit. _X_Yes ___No

You maintained a focus on the significance you identified for your unit.
_X_Yes ___No
You identified the facet of understanding related to your essential question, using a facet only
once. _X_Yes ___No
You or a friend proof-read your work so it is free from errors associated with Standard English.
_X_Yes ___No
You attached your think, think, think sheet.
_X_Yes ___No
You attached this rubric to your work, complete with name and date.
_X_Yes ___No

Rubric: Descriptors of quality used to assess your work.

Dimension
Essential
Question(s)

Understand

Mastery)

(Closer to Mastery)
Not Yet (Closer to
Unacceptable)

You created essential You crafted essential

questions that speak questions that
to the age level of the students would find
students studying the intriguing and
topic, inviting
exciting to answer. It
exploration and
appeared that you
challenging the
were expecting a
students to think
single answer, but
deeply. You chose upon questioning
questions that are
could explain the
important to
multiple answers.
understand because
they easily transfer to
other learnings. You
crafted your questions
so there is no one
right answer.
You stated
understandings for
You crafted
which the reader

Not acceptable

You wrote openYou crafted questions

ended questions. You for which you
wrote open-ended
expected a single
questions, but for
right answers.
some the answers
were easy and
obvious, requiring not
much thought on the
part of your students.

You wrote
You structured your understandings that
understandings in
answer the essential
such a way that the question rather than
reader was left asking unpacking the
And why is that
significance of the

Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA: Association
for Supervision and Curriculum Development.

Name: Bryce Curd

Knowledge
and
Skills

Date: May 28, 2015

understandings that could imply the true important?

topic or you identify
get at the heart of the significance of the
elements unrelated to
matter and accurately topic.
your question.
reflect the content of
the essential
questions; they are
the big ideas that go
beyond the content of
your unit. You
You identified a few You copied only the
identify the
important knowledge knowledge and skills
significance that
You provide an
items, but your listing directly from the
answers the question, accurate listing of the was not
Curriculum
So what if they
main knowledge
comprehensive for Frameworks and/or
never learned this. students must possess the full unit and/or much of what you
for the entire unit, but was occasionally
included was
at times information inaccurate. You list inaccurate
You list in detail and is missing. You
activities rather than information.
accurately the
included the skills
the thinking students
knowledge essential that are detailed in the will demonstrate
to possess to answer SOLs, revising them and/or you neglect to
the questions you
if they are written as include the thinking
posed, incorporating activities. You
skills needed to
the content from the attempted to align the answer your essential
Curriculum
skills students should questions.
Framework and
use with your
additional content
essential questions.
pertinent to your
questions. You
identify the required
higher-order thinking
skills your students
will use in answering
your essential
questions. You
included and/or
revised the skills from
the SOLs that
students must possess
for your SOL.

Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA: Association
for Supervision and Curriculum Development.