The goal of this module is to provide USII students with background knowledge in the Civil War as they begin the Reconstruction curriculum. Each day begins with a Hook for the day’s content. This hook is designed to engage students in the day’s content through a whole class or small group discussion. Students will independently review the provided Learning Resources for each Learning Intention.  They should review all of the available resources to get a full understanding of this topic. Students will independently complete the Success Check for all Learning Intentions to receive credit for the module. There are optional Extension activities associated with each day. This extension is designed to connect USII Geography content with the Civil War content.  Google Drive Folder with all resources (must make a copy of each resource to modify): https://drive.google.com/drive/folders/1jG7DTzswj3bsZM7xKHfMgJhVM07evQfN?usp=sharing Google Docs Lesson plan: https://docs.google.com/document/d/1ErmsDxexiKYJNbqz49QqIGAxuDHZ00O2NJ6B5X3caww/copy

 Throughout the four centuries of history covered in Determined, access to education was at the heart of the African American struggle for equality. While slavery was legal, enslaved Americans were prohibited by law from being taught to read and write, and had no access to formal education. Following emancipation and the 13th Amendment, Black Americans temporarily enjoyed increased access to education, but those rights quickly evaporated under new Jim Crow laws.  Under those provisions, Virginia and other southern states established “separate but equal” schools that segregated students by race, which resulted in unequal conditions for Black and White children. Despite these setbacks, African Americans continued to aggressively pursue their right to an education.

Students will use their knowledge and understanding of the lives and contributions of Harriet Tubman, Frederick Douglass, and Abraham Lincoln with focus on the Civil War era by reconstructing key aspects of their lives that connect them to the Civil War.

Students are asked to use the provided source material to answer the central historical question: Why did African Americans join the Union Army during the Civil War?

Students will examine the impact of the Emancipation Proclamation on the lives of formerly enslaved people in Virginia. Students will analyze primary and secondary sources to gain context and knowledge about how the Emancipation Proclamation impacted individuals lives directly. Students will develop inquiries and questions about the experiences and history that they learn about through these learning activities.