8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence. 1. Describe the leaders of the movement (e.g., John Quincy Adams and his proposed constitutional amendment, John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass). 4. Discuss the importance of the slavery issue as raised by the annexation of Texas and California’s admission to the union as a free state under the Compromise of 1850. 5. Analyze the significance of the States’ Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay’s role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v. Sandford decision (1857), and the Lincoln-Douglas debates (1858). 6. Describe the lives of free blacks and the laws that limited their freedom and economic opportunities. 8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War. 1. Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun. 2. Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. 3. Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine. 4. Discuss Abraham Lincoln’s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his “House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).
1. Justify how this project/activity/assignment meets the standard, using evidence from the standard itself to demonstrate your mastery and/or understanding.
Slavery is a concept that has been repressed in the back memories of this American society. Questioned by historians because of it's connections to the Civil War, and it's effect on American society today. Our Civil War Diary captured the standards exceptions by having factual information from history documents and critical thinking on the effects of slavery. The Civil War Diary was to test if we truly understood the significance of the Civil War and how slavery and other ideological differences between the North and South had played a role. Standard asked that if we knew the attempts to stop slavery before the war accrued, and the critical events that took place before, while, and after the civil war. Our fictional character was a medium that converted our knowledge of the history and our personal thoughts of it, into a one charter in our writing.
2. Elaborate on at least 1 skill and/or strength you feel you gained from completing this project. (coloring and or drawing are not skills to write about - elaborate on life skills you can take out of this project)
This project had made me exercise a skill I did not truly understand my self, my imaginative writing skills. I've come into conclusion this project had made me realize I was capable on writing well writing stories, using both my intellect and creative thinking. This diary had me to think clearly on how will I use my fictional character as a medium on explaining the facts of the civil war and at the same time my personal thoughts of them. It was proved to be challenge to create a charter who both experiences the the historical events your trying to showcase on, and your personal views of slavery and the civil war. Now I have a better perspective of what it is to be a creative critical thinking writer.
3. Upon reflecting on your work/score, what is ONE area of work you could have done better on? How will improving in this area benefit future work/projects? (coloring and or drawing are not skills to write about - research skills, time management, etc…)
An area I could have improved in was having images that had a symbolic meaning to them. Each image I had displayed a very factual based image that showed the facts then and their. But what I should have done was create images that represent the emotions of the slaves and also the white citizens who were against racism. Because it was not only the Union that feared the threat of war, it was the slaves in south and the free slaves in the north. My character was free negro who experienced the perspective of through a Caucasian life style, the images would show how he was different physical and mentally separated from the other negro brothers.
4. How will you presently apply the content and skills you learned from this assignment in the real world (outside of the classroom, particularly in today’s society). Make connections between the content and your life.
Knowledge is the key to have power in this life, and I will further extend this knowledge to greater heights. Having this knowledge of the Civil War that I never learned before, will help me very much to understand society and how can I change it. I am pursing to become a philosopher/humanitarian because I dream to protect and teach humanity to extend it's knowledge. To transcend from the ignorant's of the world.Society has many flaws and is still bias to race and belief, but knowing this will help me understand society in a better way because their are people who cant let go of the past. It would be naive to think I can change the minds and hearts of all people, so I will start with does who have been beaten and violated by society's rules. I can not change the society without having a support of others, no one ever does something in life without the help of others. America has and will always try to imprison and control it's people and separate them by race, belief, and statues. But I am hoping I can create a new society. Not a utopia but a society were humans have actual humanity. Slavery may have ended and we may be free, but were not equal.