Newark Public Schools Grade 8 Mini-Unit Overview ―Lincoln and Emancipation‖ Summative Assessment Because of the Emancipation Proclamation, Lincoln became forever known as the ―Great Emancipator.‖ Citing evidence from the various texts read in this unit, prepare a 5 minute presentation in which you select and defend a position on whether these texts show Lincoln deserves that title. Justify your answer. Essential Questions Enduring Understandings What role did the Emancipation Proclamation play in the outcome of the Civil War? Did President Lincoln have a political or moral obligation to end slavery? - Although the Emancipation Proclamation didn’t have an immediate impact on slavery, it still was a ―game-changer‖ in that for the first time, it made the Civil War about slavery -The Civil War did not have clearly defined moral and political lines and that, like every war, there were multiple sides to the story Focus Questions Who ultimately should receive credit for freeing the slaves: Lincoln, Congress, or the slaves themselves? Learning Objectives - Cite specific textual evidence to support analysis of primary and secondary sources. - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. - Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. - Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). - By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. - Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. - Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. - Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. - Provide a concluding statement or section that follows from and supports the information or explanation presented. Examples of Academic Vocabulary Paramount Oft—expressed Affixed Vested Examples of Content-Specific Vocabulary/Terms Proclamation Commander-in-Chief Constitutional Amendment Executive Rebellion Confederacy Emancipation Servitude Propaganda Confiscation Jurisdiction Standards Alignment: CCSS RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.6, RH.6-8.7, RH.6-8.10, WHST.6-8.1, WHST.6-8.2 NJCCCS 6.1.8.A.5.a, 6.1.8.D.5.d
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Newark Public Schools
Grade 8 Mini-Unit Overview
―Lincoln and Emancipation‖
Summative Assessment
Because of the Emancipation Proclamation, Lincoln became forever known as the ―Great Emancipator.‖ Citing evidence
from the various texts read in this unit, prepare a 5 minute presentation in which you select and defend a position on
whether these texts show Lincoln deserves that title. Justify your answer.
Essential Questions Enduring Understandings
What role did the Emancipation Proclamation play in the
outcome of the Civil War?
Did President Lincoln have a political or moral
obligation to end slavery?
- Although the Emancipation Proclamation didn’t have an
immediate impact on slavery, it still was a ―game-changer‖ in
that for the first time, it made the Civil War about slavery
-The Civil War did not have clearly defined moral and political
lines and that, like every war, there were multiple sides to the
story
Focus Questions
Who ultimately should receive credit for freeing the slaves: Lincoln, Congress, or the slaves themselves?
Learning Objectives - Cite specific textual evidence to support analysis of primary and secondary sources.
- Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source
distinct from prior knowledge or opinions.
- Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related
to history/social studies.
- Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of
particular facts).
- By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band
independently and proficiently.
- Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the
topic or text, using credible sources.
- Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories
as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia
when useful to aiding comprehension.
- Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and
examples.
- Provide a concluding statement or section that follows from and supports the information or explanation presented. Examples of Academic Vocabulary
Paramount Oft—expressed Affixed Vested
Examples of Content-Specific Vocabulary/Terms Proclamation Commander-in-Chief Constitutional Amendment
1. What else besides “slavery” was abolished by the 13th Amendment?
2. What exception was made in the 13th Amendment where slavery might be allowed?
3. According to the text, how will the amendment be enforced?
Extension Questions:
4. In your view, is there a “loophole” in the amendment that might have allowed Southerners to “get around” the
primary goal of the amendment? Explain.
Summative Assessment
Some historians argue that the Emancipation Proclamation proves that Lincoln was a courageous leader.
Other historians contend that it reveals his chief weakness: an unwillingness to take a firm stand on the issue
of slavery. To understand what the disagreements are about, you need to keep in mind not only what the
decrees did, but the context and timing. Timing is crucial to judging Lincoln’s intentions. Consider your
evaluation of these two positions? What evidence do you have to support your claim? Which of the
documents in this unit do you believe is most trustworthy? Why? What other evidence would you need to
strengthen your claim?
Speaking and Listening Task:
Because of the Emancipation Proclamation, Lincoln became forever known as the ―Great Emancipator.‖
Citing evidence from the various texts read in this unit, prepare a 5 minute oral and visual presentation in
which you select and defend a position on whether these texts show Lincoln deserves this title. Justify your
answer.
Your presentation will be scored on how well you:
• demonstrate an understanding of the impact of the emancipation argument
• state and support your thesis with information from the readings
• provide at least three examples from the readings to support your thesis statement
• present your argument in a logical and well organized manner
• use textual evidence from each reading to support your ideas
• use proper punctuation, spelling, and grammar in your visual presentation
Have students score each other while teacher scores students. See attached rubric for further guidance.
ORAL PRESENTATION RUBRIC
COMMENTS:
VERBAL SKILLS SCORE
DELIVERY/ELOCUTION Communicates clearly and confidently with a strong voice and delivery rate. Correct, precise pronunciation of terms so that all audience members can hear presentation.
Communicates clearly with good voice and delivery rate. Pronounces most words correctly. Most members can hear presentation.
Communicates erratically due to poor voice and delivery rate. Voice is low and most terms pronounced incorrectly. Audience has difficulty hearing presentation.
Student mumbles; monotone delivery. Incorrectly pronounces terms and speaks too quietly for a majority of the audience to hear.
COMMENTS:
4 3 2 1
CONTENT SCORE COMPREHENSION
Demonstrates a thorough understanding of the information.
Demonstrates an accurate understanding of the important information.
Demonstrates a minimal understanding of the information.
Demonstrates a misunderstanding of the information.
SUBJECT KNOWLEDGE
Demonstrates full knowledge by answering all questions with explanations and elaborations. Used many facts to support arguments.
Demonstrates ease with expected answers to all questions, without elaboration. Used some facts to support arguments.
Is uncomfortable with information and is able to answer only rudimentary questions. Used few facts to support arguments.
Does not have a grasp of information; cannot answer questions about subject. Did not present facts to support arguments.
ORGANIZATION Presents information in a logical, interesting sequence which the audience can follow. All arguments were convincing.
Presents information in a logical sequence which most of the audience can follow. Most arguments were convincing.
Audience has difficulty following presentation due to inconsistent sequencing of information. Some arguments were logical and convincing.
Audience cannot understand presentation because there is no sequence of information. Few arguments were logical and convincing.
NONVERBAL SKILLS SCORE
EYE CONTACT Holds attention of audience with the use of direct eye contact, seldom looking at notes.
Consistent use of direct eye contact with audience. Returns to notes often.
Displays minimal eye contact with audience. Reads mostly from notes.
No eye contact with audience, as entire report is read from notes.
BODY LANGUAGE Movements seem fluid and help the audience visualize.
Made movements or gestures that enhance articulation.
Very little movement or descriptive gestures.
No movement of descriptive gestures.
POISE Student displays relaxed, self confident nature about self with no mistakes.
Makes minor mistakes, but quickly recovers from them; displays little or no tension.
Displays mild tension; has trouble recovering from mistakes.
Tension and nervousness is obvious; has trouble recovering from mistakes.