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A Lesson Plans Page Social Studies Lesson Plan, Thematic Unit, Activity, Worksheet, or Teaching Idea in Civics, American History, Geography, or Government

Subject:

Social Studies  

Grades:

4, 5  

Soon Duck Huh

Title: The Civil War

Grade Level: Grade 5

Length: 1 hour and 30 minutes

Performance Expectations:

The student will:

state the differences that led the North and the South engage in

a Civil War.

explain and clarify the concept of secession.

assess the strengths and weaknesses of the Union and the

Confederacy in waging war.

Skills:

Interpret a chart listing events that led to the Civil War.

Attitudes:

Notice in the chart that South Carolina left the Union about one

month after Lincoln was elected.

Materials:

Maps which located the states that joined the Confederacy after

January 1861.

Charts, newpaper, photographs of each side soldiers

Procedures:

Introduction:

Point out the lesson title.

Have students recall the ways in which the North and the South

differed 1in economy and lifestyle.

Have students read the thinking focus and predict how prepared

each side might be for the war.

Have them read the lesson to confirm or reject their predictions.

Development:

Direction 1

Point out to students that this lesson portrays the advantages of

both the North and the South at the outset of the Civil War.

Direction 2

Copy on the board the structure and top and side headings of the

Graphic Overview each side.

Direction 3

Have students copy the chart in their notes and complete it as

they read the lesson.

Direction 4

Divide the class into small groups to discuss the ways in which

American life might be different if the Civil War had never been

fought and the country had remained divided into two separate

nations.

Direction 5

Have each group focus on a different category, such as the

economy, international relations, human rights, labor, government,

or culture. One person from each group should take notes on the

discussion and report the group’s ideas to the class.

Every students from the other groups to ask questions after each

group’s presentation.

Closure:

Ask students what are the implications of secession for the 11

Southern states and their citizens.

The way we label events reflects how we view them.

Have students name the similarities in the political positions of

Lincoln and Lee as they entered the conflict between the North

and the South.

Assessment:

Have students look at the map to find the geographical location of

the states that joined the Confederacy after January 1861.

How might this location have affected the timing of their secession?

On a separate sheet of paper, make two tables modeled on the ones

shown below. Complete the tables by filling in the advantages and

disadvantages that the North and South faced in waging against each

other.

South + Advantages + Disadvantages

———–+————+—————-

Economic + +

———–+————+—————-

Geographic + +

———–+————+—————-

Military + +

———–+————+—————-

North + Advantages + Disadvantages

———–+————+—————-

Economic + +

———–+————+—————-

Geographic + +

———–+————+—————-

Military + +

———–+————+—————-

Adaptations/Extensions:

Have students find pictures and information about the Confederate

flag and the Union flag (1861).

Tell them to draw both flags, color them appropriately, and tell what

their designs represent.

Have students research and write a three-page report on one of the

following historical figures- Abraham Lincoln, General Robert E. Lee,

Jefferson Davis, General Ulysses S. Grant, General George McClellan.

References:

Armento, B.J. & Nash, G.B. & Salter, C.L. & Wixson, K.K. A More

Perfect Union ——

————- Teacher’s Edition, Boston, Houghton Miffin Company.

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