Curricular Unit Information

Unit Title: African-American Leadership in the Union Army
Course: U.S. History and Geography
Grade Level: 8
Unit Length: 2 weeks
Length of Class Period: 60 min

Personal Stake:
[Why is this unit meaningful to you? It is important that you identify some aspect of your curricular units and lesson plans that resonate with you personally. This demonstrates a connection to the content and serves as a model for students.] 

This unit is important to me because I have always been interested in how African-Americans overcame prejudice and racism to lead troops troops of the Union during the Civil War.

Unit Topic:
[What are the big ideas students should develop? What is important for students to know and be able to do? What knowledge, skills, and attitudes do you want students to encounter and be familiar with in this unit?]

Big Ideas:  What were some of the misconceptions whites had towards the abilities and competence of blacks?  How difficult was it for blacks to earn leadership positions in the Union army?  Identify the accomplishments of black officers i the Union army.

DCPS Content and Skills Standards:

8.11.  Broad Concept:  Students analyze the multiple causes, key events, and complex consequences of the Civil War. 8.11.5. Explain the views of leaders and soldiers on both sides of the war, including those of black soldiers and regiments.

Common Core Standards (connections):

1. Cite specific textual evidence to support analysis of primary sources and secondary sources.

7.  Integrate visual information with other information in print and other digital texts. (visual info examples; charts, graphs, photographs, videos, or maps)

Methods of Inquiry:
[Inquiry methods are the primary means through which research is conducted; these tend to vary by discipline. They relate to the types of questions, activities and sources that are used with specific content. Methods of investigation often frame how evidence and data are collected, examined, and reported within a given field. For example, literary critics may perform critical textual analysis, historians may conduct document analysis and triangulate evidence; political scientists may analyze public opinion polls. Inquiry methods can also be cross-disciplinary.]  Students will use photographs, letters, diary entries, newspaper articles and text book.

Attitudes:
[You should identify what dispositions or attitudes you want your curricular units or lessons to evoke in your students and those that you want students to come away with. This could range from an appreciation of the physical and emotional stress that soldiers experienced in the Civil War to a critical eye toward particular types of sources. Ideally, you will be able to determine which dispositions students don't have or need to develop and incorporate those into the unit. Attitudes get at the tension between the social and cognitive aspects of learning.]

Students may feel anger because of the treatment and hardships faced by black officers of the Union.  Students may also have difficulty understanding why blacks would want to fight for a country that essentially considered them second class.

Essential Questions:
[These include the central questions that help you organize and formulate lessons within a curricular unit. These should include a range of questions that include recall, descriptive, explanatory, analytic, synthesis, and evaluative thought processes. Please note that when engaged in historical thinking, the traditional ordering of Bloom's Taxonomy is flipped on its head—one has to evaluate a source or group of sources before one can adequately describe it/them (see Wineburg).]

When given the opportunity, how did blacks perform as leaders in the Union army during the Civil War?

Assessment of Student Learning:
[For each category below, what indicators or evidence will demonstrate student learning; how do the assessments reflect the content, skills, and attitudes outlined above; how will you know what students do and don’t know at the beginning, middle, and end of the unit?]

Diagnostic Assessment:

Use of true/false chart at beginning of unit.

Formative Assessment:

Use of dry erase boards, numbered fingers, sit/stand, exit tickets, journal writing, essay writing.

Summative Assessment:

End of Unit Exam

Differentiation:
[Summary of differentiation opportunities and possibilities in the curricular unit]

1. Graphic Organizers

2. Cooperative Learning Groups

3. Stations

4. Posters

Community and Cultural Resources:
[from the Summer Institute]

Photos (Arlington Cemetary)

Books (Battle Cry of Freedom, What This Cruel War Was Over)

Daily Instruction:
Provide a numbered list of lesson plan titles that correspond to the lesson plans that you create.

1.  Race in America in the 1800"s

2.  The Civil War

3.  Legislation that Impacted Blacks in the U.S.

4.  Blacks in the Union Army

5.  The 54th regiment of Massachusetts

6.  The Life of Captain H. Ford Douglas

7.  Dr.  Martin Delany

8.  Lt. Alphonso Fluery (Louisiana)