It is important to read through all the material and webpages before beginning the activities. Teachers can choose individual or all activities depending on their goals, available time, and their students. The South's political leaders decided the only way to keep what they perceived as their rights, their culture, and their economy was to become their own country. However, when Abraham Lincoln was elected president in 1860, the South knew they had lost the political fight. The federal government tried desperately to keep the peace and ensure the union stayed together. This began a long, tedious process of many negotiations and compromises. They felt the federal government was overstepping its authority and could not interfere in matters of individual states. When the federal government stepped in on North's side in regards to slavery, Southern states put up a fight. This invention, people thought, increased the need for slaves to work plantations. Industrialization for the South came in the form of the cotton gin in 1794. Without slavery, they thought, their Southern way of life would not last. However, most of them agreed slavery was necessary to keep their economy running. People in the South, on the other hand, also held many different opinions about African Americans. They thought the act of owning people of African descent would slowly fade away as industrialization expanded in the new nation. However, most of them agreed slavery was unacceptable. People in the North held many different opinions about African Americans. Slavery was a big reason for this tension. There was a clear division between the north and the south's perspectives of this young country. Tensions grew for many years before the first shots rang out at Fort Sumter, signaling the beginning of the Civil War. Students will create a visual arts piece by applying at least 3 facts about the Election of 1860 and weaving with their own alternative to secession. Students will identify the conflicts between the North and South and explain how these led to the Civil War.Ĭ. Students will compare similarities and differences between two primary documents from the Dred Scott trials.ī. How did tension over slavery grow through legal decisions and violent rebellions and raids? ObjectiveĪ. How does conflict within a society result in change?ī. Use standards and criteria to support opinions and views. Evaluating: Make informed judgements about the value of ideas or materials. Applying: Apply an abstract idea in a concrete situation to solve a problem or relate it to a prior experience. Interpret or summarize the ideas in own words. Understanding: Understand the main idea of material heard, viewed, or read. Grade Level: High School: Ninth Grade through Twelfth Grade Subject: Social Studies Lesson Duration: 90 Minutes Common Core Standards: 11-12.RH.1, 11-12.RH.2, 11-12.RH.3, 11-12.RH.6, 11-12.RH.7, 11-12.RH.8, 11-12.WHST.9 State Standards: Georgia SSUSH8e and L11-12RHSS1, L11-12WHSST1 Thinking Skills: Remembering: Recalling or recognizing information ideas, and principles.
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