Due Date:

Name: ____________________________________________ Tuesday

April 4, 2017

THE SOUTH
UNIT 5 PACKET #2
Ms. Walsh & Mr. Gomes
Early United States History
Spring 2017
Copies of all materials and assignments can
be found at: www.historywalsh.weebly.com

Welcome to Part II of Unit 5, North, South, and West! This unit will be split up into 3 parts, each focusing on
one of the three major regions of the United States in the early to mid-1800s in the form of a packet. These packets
will develop your ability to:
Read secondary sources for main idea, important details, and key vocabulary
Process information from the readings in the form of creative visual and/or written assignments
Compare and contrast primary sources
Write an evidence-based paragraph that analyzes examples of progress and sacrifice in the South during this
time period.

By the end of this unit, you will be able to write a five-paragraph evidence-based essay that answers
our essential unit questions, How did changes in America in the early and mid-1800s
represent both PROGRESS and SACRIFICE? Was the progress WORTH the sacrifice?

Assignment Page # Pts Possible

KICKOFF: Slavery A-Z chart 2 5

Journal: Majority Rules 3-4 5

Group Reading NOTES 5-6 10

Gallery Walk Organizer 7 5

Abolition Video Notes 8 5
Processing Assignment 9-12 25
Evidence-Based Paragraph 13-15 20

The Fine Print

Policies and Deadlines for This Packet
This whole packet is DUE COMPLETED at the beginning of class on Tuesday April ,4 2017.
Incomplete packets will not be accepted.
IF you lose your packet you WILL need to make up the lost work.
IF you were absent, it is up to YOU to come after school to get caught up. All handouts are on the class
blog: www.historywalsh.weebly.com.

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 Unit 6 Kickoff Activity: A-Z chart

Directions: With your group, fill in AT LEAST ONE word or phrase that relates to the term SLAVERY. You will
receive points for thinking of one that no one else in the room came up with. The team with the most points at the
end of class will receive a bonus point on their homework tonight!
Topic: SLAVERY
A B C D

E F G H

I J K L

M N O P

Q R S T

U V W/X Y/Z

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 Journal: Majority rules
DIRECTIONS: Respond to the following questions in complete sentences.

What do we mean when we say Majority Rules? (If youre not sure, what do you THINK people
mean when they say that?)

Continue on the next page if you need more room.

Give an example from your life when you saw or used the policy of Majority Rules. Include:
o What was being decided?
o Which side ended up in the majority?
o Was Majority Rules an effective way to decide the issue? Why or why not?

Continue on the next page if you need more room.

In this packet you will learn more about Slavery in the south a policy that the MAJORITY
decided was a good idea Majority rule.
o Do you agree with Majority rules deciding the issue of slavery? Why or why not?

Continue on the next page if you need more room.

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 Extra SpaceMajority Rules Packet
1.

2.

3.

4
 GROUP READING PURPOSE & PROCESS
Your GOAL is to determine the MOST IMPORTANT information from each section and analyze each for
connections to the NORTH packet AND our Unit 5 Essential Question: Does progress ALWAYS require
sacrifice? And Is it worth it?

For this packet, instead of vocabulary we will be looking for connections. Your connections must be to information
from the NORTH packet AND to our Essential Question. Here are some examples to get your started:

Connections to the NORTH packet EXAMPLES:

o This is where the Lowell Mills got their cotton
o This reminds me of the transportation inventions in the North
o This is like what Horace Mann did for Education
Connections to our Essential Question EXAMPLES:
o In order to get more cotton, we sacrificed people to slavery.
o Slaves sacrificed their freedom to stay alive.
o Harriet Tubman fought for progress in America by sacrificing her own safety

ASSIGNED READING SETS

DIRECTIONS: With your partner, read the following section and complete the reading notes organizer for it.
Reading Ch11Sec2: The Cotton Boom, Slavery Expands, Slavery divides the south

Section HEADING: The Cotton Boom

1.Write one OPEN-ended question based on the above heading (usually starts with WHY or HOW):

3.MAIN IDEA (i.e., answer to above question): Explain the main idea of the section in 1-2 complete sentences
below

2.Details 4.**CONNECTIONS**
North Packet:

Progress & Sacrifice:

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Section HEADING:
Slavery Expands
Write one OPEN-ended question based on the above heading:

MAIN IDEA (i.e., answer to above question): Explain the main idea of the section in 1-2 complete sentences below

Details **CONNECTIONS**

NORTH packet:

Progress & Sacrifice:

Section HEADING: Slavery Divides the South

Write one OPEN-ended question based on the above heading:

MAIN IDEA (i.e., answer to above question): Explain the main idea of the section in 1-2 complete sentences below

Details **CONNECTIONS**

NORTH packet:

Progress & Sacrifice:

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 Gallery Walk: North and South
DIRECTIONS: Carefully observe each image, decide whether it represents progress or sacrifice, and EXPLAIN your
answer in 1-2 COMPLETE SENTENCES.

What does this image

EXPLAIN your answer in 1-2 sentences using specific details
STATION represent?
from the image.
Circle ONE

1 Progress Sacrifice

2 Progress Sacrifice

3 Progress Sacrifice

4 Progress Sacrifice

5 Progress Sacrifice

6 Progress Sacrifice

7 Progress Sacrifice

8 Progress Sacrifice

9 Progress Sacrifice

10 Progress Sacrifice

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 Abolitionists
Video notes: The Abolitionists
DIRECTIONS: Take notes on the goals and challenges facing abolitionists as youre watching the video using the
web that is started for you below. (Video: https://www.youtube.com/watch?v=YMd5G4RpFLk )

Abolition
Movement
GOALS Abolition Movement
& CHALLENGES
Methods

ANALYZE:
Were their sacrifices worth the progress? Explain why or why not in 2-3 sentences.

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 PROCESSING ASSIGNMENT
Now that you have the information from all three reading sets, its time showcase your understanding of how the
information from this reading set connects to our essential Question.

HOW?
You will use your knowledge of topics from this packet, artistic skill, and collaboration to show visually how
the changes in the SOUTH can be seen as BOTH progress and sacrifice. You will create ONE PRODUCT
per PERSON.

Requirements:
Your completed processing must include ALL of the following elements:
o Two distinct sides (standard sheet of paper folded in half)
o A title for each side (One side should include the work PROGRESS, the other should include the
word SACRIFICE)
o Drawings and/or color for each side
o At least 3 specific details from your notes for each side (6 total)

DUE at the END of CLASS on Friday, March 31st.

Example:

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 PROCESSING -- ASSIGNMENT RUBRIC
Pts awarded/
Criteria Expectations
Pts possible
Reflects understanding of information from all reading sets, not just
one set or heading.
Includes AT LEAST 3 details for each side
Content Drawings/illustrations SHOW clear understanding of South packet _____/10
concepts
ALL Information is accurate
All requirements met (title, details, drawing/illustration & color)

Connection
Details explain a clear connection to the essential question. _____/10
to the EQ

Detail & Assignment reflects attention to detail, thoroughness, and care.

_____/5
Color Color included thoughtfully and specifically

TOTAL PTS: _____/25

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PROCESSING ASSIGNMENT: Complete the PROGRESS half of the assignment in the space below

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PROCESSING ASSIGNMENT: Complete the SACRIFICE half of the assignment in the space below

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 Evidence-Based Paragraph
DIRECTIONS: In one persuasive paragraph, answer the topic question providing three specific reasons from the
events, concepts, and/or people we have discussed so far in Unit 5.

TOPIC QUESTION: How did changes in the SOUTH represent BOTH progress and sacrifice?

THESIS Answer the Topic Question in one complete sentence (include your 3 reasons!)
Changes in the South that represented progress were.

while changes in the South that represented sacrifice were

EVIDENCE & ANALYSIS #1

IDENTIFY and DESCRIBE one historical event/concept/invention we have studied from the South
(Who, what, where, when)

EXPLAIN how/why does the event/concept/invention from above represents either PROGRESS or
SACRIFICE

QUESTIONS TO

CONSIDER:
-If its an example of
PROGRESS, what did people
gain/how did their lives
change for the better?

-If its an example of
SACRIFICE, what did people
have to risk and/or give up?

EVIDENCE & ANALYSIS #2
IDENTIFY and DESCRIBE one historical event/concept/invention we have studied from the South
(Who, what, where, when)

EXPLAIN how/why does the event/concept/invention from above represents either PROGRESS or SACRIFICE

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EVIDENCE & ANALYSIS #3
IDENTIFY and DESCRIBE one historical event/concept/invention we have studied from the South
(Who, what, where, when)

EXPLAIN how/why does the event/concept/invention from above represents either PROGRESS or
SACRIFICE

CONCLUSION Conclude your persuasive paragraph by re-stating your thesis & summing up your evidence.

Almost done! But first:

EVALUATE YOURSELF!

Before you turn in this packet, EVALUATE your Evidence-Based paragraph by completing
the How I think I did column on the next page.

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 Evidence-Based Paragraph RUBRIC
TEACHER
1 2 3 4 How I think I did:
comments:

Fails to Strong thesis-

Addressed the Thesis stated
address the responds
question but has addresses the
Thesis

question; directly to the

weak structure and question in a
confusing question in
focus. May not be a well written
and one clear
complete sentence. fashion.
unfocused sentence.

Only SOME MOST evidence

Evidence evidence is is identified
Strength of Evidence

lacks identified and and strong (the ALL evidence

identificati strong (the best best evidence to is identified
on, or evidence to support support and strong
strength thesis).Evidence thesis).May be (the best
(the best may be lacking in 1 weak in one of evidence to
evidence to or more of the the areas but support
support areas, contributing does not detract thesis).
thesis). to an overall weak from overall
argument. argument.
Explanations
Explanation ALL evidence
Explanation of Evidence

indicate a
s are Explanations is clearly
relationship
missing overall are clear, explained,
although leave the
and/or do although may creating a
reader having to
not make lack complete CLEAR link
make some
any clarity, but it between the
connections on their
connection does not affect evidence
own. Somewhat
between readability of chosen and its
detracts from the
evidence argument. relation to the
clarity of the
and thesis. thesis overall.
argument.
Conclusion

Does not Includes an

Includes a
include unorganized/irrelev Includes a good
strong
concluding ant concluding conclusion
conclusion
statement paragraph

Well
Organization &

Disorganize Weaker structured,

Mechanics

Clearly written
d; littered organization; some well written;
and coherent;
with errors errors in writing proper
some minor
in standard detract from the spelling,
error in writing
English essay's meaning grammar, and
mechanics

Student ESTIMATE ______/ 20
Teacher TOTAL / 20
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 South Packet Grade

Pts
Assignment Page # Pts Earned
Possible
KICKOFF: Slavery A-Z chart 3 5
Journal: Majority Rules 4 5
Group Reading NOTES 5-6 10
Gallery Walk Organizer 7 5
Abolition Video Notes 8 5
Processing Assignment 9-12 25
Evidence-Based Paragraph 13-15 20

TOTAL Points: _____________/75

LATE _____days = --____%

SOUTH Packet Grade: _____________ %

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