Unit 5 Plan
Step One: What are the desired learning results of this unit? (benchmarks that address content)
6.1.1.1.1 Evaluate arguments about selected issues from diverse perspectives and frames of reference, noting the strengths, weaknesses and consequences associated with the decision made on each issue.
6.1.1.1.2 Use graphic data to analyze information about a public issue in state or local government.
6.4.4.19.1 Explain the causes of the Civil War; describe how the debate over slavery and abolition played out in Minnesota.
6.4.4.19.2 Create a timeline of the key events of the American Civil War; describe the war-time experiences of Minesota soldiers and civilians.
6.4.4.19.3 Explain reasons for the United States-Dakota War of 1862; compare and contrast the perspectives of settlers and Dakota people before, during and after the war.
Step Two: What essential question(s) will anchor students to learning? (one or more that summarize benchmark)
6.1.1.1.1
What did government officials in Minnesota promise to African Americans?
What did government officials in Minnesota promise to American Indians?
What did government officials in Minnesota promise to European Americans/settlers?
What were the strengths, weakness and consequences of the Dred Scott Decision?
6.1.1.1.2
What were the major legal issues in the Dred Scott Case? Who supported the case and who opposed it and why? How did the Dred Scott Decision bring the nation closer to war?
6.4.4.19.1
How did the Fashionable Tours affect attitudes about slavery in Minnesota?
What events led up to the Civil War?
How did Minnesotans feel about slavery?
6.4.4.19.2
How did the events of the Civil War impact Minnesotans?
6.4.4.19.3
What events led up to the US- Dakota War of 1862?
How did the perspectives of the settlers compare with the Dakota before, during and after the US- Dakota War
Step Three: What skills are needed to achieve desired results (nuts and bolts teaching)? (civic skills: evaluate arguments, etc. evident in the benchmarks)
Students need to understand that the Emancipation Proclamation did not free all enslaved people in the United States in 1863.
Step Four: What is acceptable evidence to show desired results?
Completion of assignments/activities
Step Five: What is the sequence of activities, learning experiences, etc. that will lead to desired results (the plan)?
As outlined in Moodle Unit 5