Last updated: 6/8/2016

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Social Studies-7th Grade-June

Social Studies: A Nation Divided


7.8.d-e A Nation Divided: The Civil War

  • As the war began and states took sides, the North and the South drew up plans and hoped for an early victory.
  • The early years of the war were indecisive, as neither side seemed able to defeat the other.
  • President Lincoln's decision to issue the Emancipation Proclamation opened the way the African Americans to join the Union army.
  • The war caused divisions in both the North and South while changing the lives of civilians and soldiers alike.
  • Union victories at Gettysburg and Vicksburg in 1863 forced the South's surrender in April 1865.

7.8.d-e A Nation Divided: The Civil War

How did people, places, and things affect the outcome of the Civil War?

  • Why did each side in the Civil War think the war would be won easily?
  • How did each side in the war try to gain an advantage over the other?
  • What were the causes and effects of the Emancipation Proclamation?
  • How did the war affect people and politics in the North and the South?
  • How did Lincoln and his generals turn the tide of war?
(1) SS.7.8 A NATION DIVIDED: Westward expansion, the industrialization of the North, and the increase of slavery in the South contributed to the growth of sectionalism. Constitutional conflicts between advocates of States rights and supporters of federal power increased tensions in the nation; attempts to compromise ultimately failed to keep the nation together, leading to the Civil War.
(1) SS.I.1 Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
(1) SS.I.3 Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
(1) SS.I.4 Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms.

College, Career, and Civic Life (C3)Skills

Dimension 1: Developing Questions and Planning Inquiries

  • D1.3-6-8. Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.

Dimension 2: Applying Disciplinary Concepts and Tools

  • Civics D2.Civ.10.6-8. Explain the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society.
  • Geography D2.Geo.4.6-8 Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.
  • History D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.
  • History D2.His.16.6-8. Organize applicable evidence into coherent argument about the past.

Dimension 3: Evaluating Sources and Using Evidence

  • D3.2.6-8. Evaluate the credibility of a source by determining its relevance and intended use.

Dimension 4: Communicating Conclusions and Taking Informed Action

  • D4.4.6-8. Critique arguments for credibility.

NCSS Essential Skills for Social Studies

  • Distinguish between fact and opinion; recognize propaganda
  • Recognize and understand an increasing number of social studies terms
  • Evaluative sources of information--print, visual, electronic
  • Take notes
  • Listen for information
  • Locate places on a map
  • Interpret graphs
  • Operate a computer to enter and retrieve information gathered fro a variety of sources
  • Place in proper sequence: (1) order of occurrence (2) order of importance
  • Recognize instances in which more than one interpretation of factual material is valid

7.8 d-e The Civil War

  • border state
  • neutral
  • martial law
  • blockade
  • ironclad
  • casualty
  • emancipate
  • habeas corpus
  • draft
  • income tax
  • inflation
  • siege
  • total war

Do Now Questions

Socrative Entrance/Exit Tickets


Interactive Readings

Graphic Organizers

Thinking Maps

Common Core Protocols

Comprehension Assessments

Writing Assessments

Map Quiz


J. Dodge Differentiated Activities

Marzano Strategies

Primary Source Documents

Document Based Questions

Political Cartoons

Constructed Response Questions

Chapter Test

25 Quick Formative Assessments - Judy Dodge

America: History of our Nation - Prentice Hall


Interactive Reading

 Pink and Say

Gettysburg Address- Common Core Anchor Text Activity

Blue and Gray- National Geographic






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