Chapter 8: 1860-1877 Inquiry Organizer
|📎||Inquiry Organizer||Summary of chapter objectives and resources|
|📖||Chapter Introductory Essay||In-depth overview of significant events in the time period|
|🔎||Narratives||Shorter essays on a dramatic story or individual|
|📍||Decision Points||Narratives that describe a pivotal decision in history|
|💬||Point-Counterpoints||Differing sides of an argument presented by scholars or historical figures|
|✒️||Primary Sources||Firsthand accounts from the time period|
|📝||Lessons||Instructions and handouts to engage students in the classroom|
|✏️||Unit Essay Activity||Culminating essay based on AP LEQs to assess chapter objectives|
|Unit 4: Chapter 8 (1860-1877)|
|Compelling Question: Did the Civil War help create a more perfect Union?|
|Supporting Question 1: What were the major events of the Civil War?||Resources:
|Supporting Question 2: How did the Civil War affect the lives of different groups of people within U.S. society?||Resources:
|Supporting Question 3: What were the major political developments of Reconstruction and to what extent did Reconstruction change the lives of those living in the South?||Resources:
|Unit 4 Essay Activity
Did the Civil War help create a more perfect Union?
Option B: Analyze the effects of the Civil War on U.S. politics and society.
Through this inquiry, students will evaluate primary and secondary sources to assess the outcomes and consequences of the Civil War. Ultimately, students will use the primary and secondary sources in this chapter to practice constructing an essay in AP Long-Essay Question format, demonstrating their skills in explaining historical causation. Students should be evaluated using the AP Rubric. Assess students’ progress in understanding the compelling question for this chapter by assigning the Unit 4 Essay Activity.
Some components of this resource may contain terminology that is no longer used because the terms are recognized to be offensive or derogatory, and some components may contain images that would be considered offensive or derogatory today. These terms and images have been retained in their original usage in order to present them accurately in their historical context for student learning, including understanding why these are not acceptable today.