U.S. HISTORY ~ WEEK 6 ~ SEPT. 17-21, 2012
Quotes of the Week:
1. “The compact which exists between the North and South is a covenant with death and an agreement with hell.” –
William Lloyd Garrison
2. “If there is no struggle, there is no progress.” –Frederick Douglass
3. “Those who profess to favor freedom and yet depreciate agitation, are people who want crops without ploughing the
ground; they want rain without thunder and lightning; they want the ocean without the roar of its many waters. The
struggle may be a moral one, or it may be a physical one, or it may be both. But it must be a struggle. Power concedes
nothing without a demand. It never did and it never will.” –Frederick Douglass
4. “We abolition women are turning the world upside down.” –Angelina Grimke
5. “Women ought to feel a peculiar sympathy in the colored man’s wrong, for, like him, she has been accused of mental
inferiority and denied the privileges of a liberal education.” –Angelina Grimke
6. “Enslave the liberty of but one human being and the liberties of the world are put in peril.” –William Lloyd Garrison
7. “I will be as harsh as truth and uncompromising as justice… I am in earnest, I will not equivocate, I will not equivocate,
I will not excuse, I will not retreat a single inch, and I will be heard.” – William Lloyd Garrison
Reminder: Mon., Sept. 24 is the deadline for late or revised “Summer homefunwork” essays.
Monday: Students will preview Week 6 packet and essay due 9/24... Students will present their SSUSH8 information to
their classmates, who will take Cornell notes and ask questions. HW: Begin creating a timeline for six events leading up
to Civil War. Start with the Constitution and include the Missouri Compromise, the Erie Canal, the Nullification Crisis
of 1832, the Mexican War and the Compromise of 1850. For each one, explain a) what it was, and b) how it helped lead to
the Civil War. Your responses should be thorough enough to serve as a study guide or a template for an essay.
Tuesday: Teacher will lead brief review of SSUSH8, making sure students have mastered the entire standard…Class
will watch videos on the buildup to the Civil War, possibly to include:
Students will read primary sources related to the Civil War buildup and write responses…
HW: Students will create a reflection on what they feel is their weakest element of SSUSH8. The objective is to target
a weakness, learn more about it, and then obliterate that weakness.
Wednesday: Students will take Cornell notes during teacher’s brief lecture to get overview of Civil War… Class will
split into four groups, each one researching and summarizing an element of SSUSH9a. Groups then will prepare to
present tomorrow to their classmates, who will take notes… With time remaining, students will continue to work on
timelines or reflections from earlier in the week.
Thursday: Groups present on SSUSH9a while classmates take Cornell notes and ask questions… Students will take
notes while watching short videos on the Civil War.
Friday: Students will examine primary sources (Lincoln’s Gettysburg Address and Second Inaugural address) and write
a fat paragraph explaining how they represent the President’s commitment to saving the union.
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Vocab terms of the week:
1. Federalism. Federalism refers to the type of government in which the states or regional-level government has
some power, but is subservient to the federal, or national-level, government. The U.S. is an example of a federal system
of government, as no state can ever overrule or contradict the President, U.S. Congress or U.S. Supreme Court.
During the debate over ratifying the Constitution, the Federalists wanted a system like the one described above,
whereas the anti-Federalists wanted the states to have more power and independence than the federal government to
prevent the development of another controlling government like Britain’s was.
2. Habeas corpus. This is a concept enshrined in Article I, Section IX of the Constitution that means individuals
must be charged with a crime if they are being held in confinement. Lincoln suspended these rights at times during the
Civil War, as did Confederate president Jefferson Davis.
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“Buildup to the Civil War” essay
Essay due in my hands at the beginning of class on Mon., Sept. 24: Why should the nation’s implosion in 1861 not have
surprised anyone at the time? Write at least 700 words to explain why, citing events and facts from earlier periods of American History.
Requirements: Essay requirements: First, let’s think about what the word requirements means. (pause). Your essay
must be 700 or more words, carefully proofread, spellchecked, double-spaced and typed in 12-point font. You must
turn in your rubric, already graded by you, with one sentence per category as to why you think you earned each score.
You also must turn in an obese, typewritten paragraph of at least eight meaty sentences explaining how you’ve
improved your writing thanks to the feedback from “America the Beautiful” essay, the general writing tips sheet you
received along with your graded “ATB” essay, the writing handout we went over in ELT a couple of weeks ago, and the
other writing you’ve done for this class. You also can comment on what you’ve learned about good writing from
looking at classmates’ work or the student models posted on the board.
Essay tips: 1) Cite specific events, historical occurrences and/or people as you support your argument. 2) Make
certain your entire essay is responding directly to the essay prompt. Too many students included a paragraph or two on
the Revolutionary War for the last essay, although the topic pertained strictly to the buildup to the Revolutionary War.
3) Peruse the rubric before, during and after you write to ensure you are meeting the highest standards. 4) Do not use
all caps, italics or exclamation points. Let your words, not your punctuation, convey the strength of your ideas. 5) Do
not use “I.” This essay is not about you. 6) Do. Not. Use. “I.”
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Map of the 34-state United States in 1861, on the eve of the Civil War