Lesson 1 Objectives Virginia SOLs: o VS 4.

.7 The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War. National Curriculum Standards for Social Studies: o Time, Continuity, and Change Children in early grades learn to locate themselves in time and space. They gain experience with sequencing to establish a sense of order and time, and begin to understand the historical concepts that give meaning to the events that they study. Students will be able to identify what they already know about the Civil War and make note of it on an anchor chart. Materials For Students o Social Studies Interactive Notebooks o Pencils o Table caddies [these have their scissors, glue, and colored pencils] For Teachers o KCLWM Chart (pre-made on chart paper) o Post it notes o Pen/Pencil o SMART board access o Document camera o Teachers copy of the Interactive Notebook o Interactive Notebooks pages for VS 4.7a part of unit Evaluation/Table of Contents Glossary Map Differences Between Northern and Southern States Venn Diagram Preview/Product Abolitionists VA Secedes and West VA is Formed Procedures IntroductionWhole Group (6 minutes) o Pass out a pad of post-it notes to each table group. While passing them out, say: Today we are starting a new unit on the Civil War. Before we begin, I want to see what you already know. Take one post-it note and write down one thing you know or think you know about the Civil War. o Give them 3-4 minutes to think of and write down their response onto their post-it.

Created by Kristin Stevens EDCI 554 Fall 2013

o When they have finished writing their responses, dismiss table groups one by one to stick their post-it onto the K column of the KCLWM chart. These students have worked with a KCLWM chart before, so they are familiar with the process. ActivityWhole Group (22 minutes) o Pass out the Interactive Notebook sheets for the VS 4.7a part of the unit to each student. These pages will have been photocopied as a pack in chronological order, so students will receive them in the order they should glue them. IMPORTANT: Remind students to not play with their pile of papers or to do anything to get them out of order. **Note: The way they set up their notebooks influences their grade for that assignment. o Display teachers copy of Interactive Notebook onto the SMART board via the document camera. Open to the next pair of blank pages. Label the left page Civil War Unit Cover Page, and instruct students to do the same in their own notebooks. The Evaluation/Table of Contents sheet is cut and pasted onto the right page. Students should be doing the same in their own notebooks. o Instruct students to turn the page over. They should then label pages 1-10, starting with #1 on the left and #2 on the right, #3 on the left, #4 on the right, etc. until they get to 10. Stress the importance of numbering the pages correctly for accuracy in their gluing later on. o When they have finished labeling, have them return to page #1 and write Glossary at the top and center of the page. Model this in the teachers copy of the Interactive Notebook that is still being displayed on the SMART board via the document camera. Cut and paste Glossary onto this page. o The map sheet goes on page #2. In order to fit in the notebook, the map has to be turned so it is verticalmake sure Texas is pointing to the right. Model this with the teachers copy, and instruct students to glue it properly. o Continue to use the teachers copy of the Interactive Notebook and the SMART board to model the correct set up with the rest of the pages: Differences Between Northern and Southern States is glued onto page #3. The Venn Diagram sheet is cut and placed vertically (similar to the map) on page #4. The Preview goes at the top of page #5, while the Product goes at the bottom of page #6. Pages #7 and #8 should be labeled Events Leading To The Civil War (with Events Leading To on page #7 and The Civil War on page #8).
Created by Kristin Stevens EDCI 554 Fall 2013

The table with Nat Turner and Harriet Tubman is glued onto page #7. The table with John Brown and Abraham Lincoln is glued onto page #8. Virginia Secedes and West Virginia is Formed goes on page #9. Page #10 should be labeled with Causes and Effects centered at the top. o When all of this has been completed, instruct students to throw away their scraps, put away their table caddies and Interactive Notebooks, and line up for specials. SummaryWhole Group (2 minutes) o Before walking them down to specials, ask: Why do you think we study the Civil War? Take 4 or 5 responses. o Walk the students down to specials.

Assessments Formative Assessments: o Student participation in answering of questions. o Post-it notes in the K column of the KCLWM chart: complete thoughts, accurate knowledge vs. inaccurate knowledge, etc. Summative Assessments: o Interactive Notebooks will be collected at the end of the unit for a grade. Differentiation Interpersonal learners will benefit from the whole group dialogue about why we study the Civil War. Visual learners will benefit from the KCLWM chart to see their own and their peers thoughts/ideas morph and change over the course of the unit. Students having trouble coming up with a thought for the post-it can be prompted with questions to help spark an idea. Extension: Students with many initial thoughts about the Civil War can be given lined paper to create their own personal KCLWM-like chart. These papers can be stored in the Social Studies pocket of their classroom folders. Accommodations During the Interactive Notebook work, students who have their backs facing the SMART board should turn their chairs so they can better see whats displayed. Some students may be absent during the lesson for various reasons (SpEd, Signet, meeting with ESOL teacher, sick, etc.). The teacher or a peer at their table group can set up their notebook for them in their absence. Student #19s* seat is next to the teachers laptop and document camera so he can be monitored while cutting and pasting pages into his Interactive Notebook. He needs a steady stream of reminders to stay on task, and he also needs to be reminded to pay attention to which pages he is gluing.

Created by Kristin Stevens EDCI 554 Fall 2013

Technology Integration Technology will be used in the displaying of the teachers Interactive Notebook onto the SMART board via the document camera.

_________________________________________________ *To maintain privacy, students are identified only by their classroom student number.
Created by Kristin Stevens EDCI 554 Fall 2013