Sie sind auf Seite 1von 3

Civil War Unit: Lesson 5 Social Studies: Grade 4 Essential Question: What were the opposing views that

caused the Civil War? How were the cultures and economies different in the North and the South? Describe what it was like to live in the North and the South as a White man and as an African American. NCSS 1: Culture: Cultures are dynamic and change over time. NCSS 2: Time, Continuity, and Change: Studying the past makes it possible for us to understand the human story across time. Social Studies SOL USI.9: The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by: a) Describing the cultural, economic, and constitutional issues that divided the nation b) Explaining how the issues of states rights and slavery increased sectional tensions English SOL 4.1: The student will use effective oral communication skills in a variety of settings: b) Contribute to group discussions across content areas d) Use evidence to support ideas f) Communicate new ideas to others. Objective: Students will be able to describe cultural, constitutional and economic differences held in the North and South. Students will also be able to communicate how slavery and states rights increased differences between the two sides using evidence they have learned. Teacher Materials: Students Materials: How Are We Different Worksheet Social Studies Journal Pencil

Introduction: 1) Students will be told that the class will conduct a debate about the issues (10 Min.) leading up to the war 2) The teacher will ask questions about these issues to get students thinking What was one issue that developed between the North and South? How were the two sides different culturally? Economically? What did they disagree about in regards to the constitution? 3) The teacher will break up students into 3 groups: the North, the South and the Government. The teacher will be host. Instruction: 1) The teacher will give explain the debate to students. There will be two sides, the North and the South. Then there will be the government which will be 5 students. The teacher will be the host and propose questions to both sides. At the end of the debate, the government will share their thoughts and propose a solution. (30-35 min) 2) The teacher will hand out the How Are We Different worksheet. Students will move to their location of their sides. The government will be meeting with the teacher to go over their job. Students will be speaking with their groups

and coming up with their ideas for the debate.(10-12 mins.)The worksheet is used as a guide for students to write down notes/idea before or during the debate. Students may also use their Social Studies journal as a reference. 3) When the teacher is done with the government, the teacher will walk around and see how both groups are doing. The teacher will remind students to think about what their opponent is going to say so they can rebuttal it. 4) The debate will begin with the teacher posing the first question to the North. Questions to both sides may include: What are your constitutional beliefs? Why do different lifestyles matter when it comes to slavery? What are your thoughts on banning slavery? 5) When the debate is over, the government will meet with one another for about 5 minutes with the help of the teacher. The North and South will be talking among their sides about how the debate went. 6) The government will come to a conclusion and give a solution (the KansasNebraska Act) and explain how this will work for both sides. Summary: (10 Min) The teacher will conclude by asking students what they think went well in the debate and what were the biggest points that were made. The teacher will write these on the board for students to see

Assessment: - Teacher will informally assess students throughout the debate. Students will be assessed on their participation and knowledge of the material. The teacher is looking for students to demonstrate their understanding of the issues and differences that developed between the North and South. Based off of this assessment, the teacher will guide future lessons prior to the test. Differentiation: - A special ed. teacher will be in the room to help children with special needs. She will work with them during the debate and help express their ideas to the group. - Two other special ed. teachers will be in the room to help certain students express and write their ideas within their group. The teachers may pose questions to students to help them think about their side during their group discussion. They will also be helping keep these students on task during the debate. - ELL students will benefit from hearing their peers talk about the knowledge that they are supposed to know. Taking notes during the debate may also be helpful. - Interpersonal thinkers will benefit from the debate. They will be able to talk amongst their peers as well as be able to express their knowledge during the debate. - Auditory learners will benefit from the debate. Students will be speaking their ideas to show their knowledge. Auditory learners are highly benefited through this activity.

How Are We Different?


North
Culture

South
Culture

Economy

Economy

Constitution

Constitution

Other

Other

Das könnte Ihnen auch gefallen