What Caused the Civil War?

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What Caused the Civil War?


	Pre Civil War Era

	How does technology change a Nation? Which should have more power, state governments or federal government? Why? Which perspective do you most closely identify with, the southern plantation owner or the northern manufacturer? What are the regional differences between the north and south?
Sharpe Elemenary Jill Darnall Leslie Flatt Kim Booker		Thoughtful Education Students Highly Anticipating Reaching Proficiency Everyday

Identify Your Purposes

State Learning Goals

Vocabulary

Essential

Industrial Revolution

Technology

Economy

Regions

Resources

Agriculture

Conflict

Compromise

Resolution

State Government

Federal Government

Citizen
Important

Industry

Supply & Demand

Goods

Plantation

Textile Mill

Cotton Gin

Core-Content
2.2.1 Students will describe social institutions (government, economy, education, religion, family) in the United States and explain their role in the growth and development of the nation.

2.3.1 Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists, British Parliament) in the history of the U.S.A. DOK 2

2.3.2

Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication). DOK 2

-3.4.1

Students will describe production, distribution and consumption of goods and services in the history of the U.S. (Colonization, Industrialization, Twentieth Century to Present). DOK 3

-3.4.3

Students will define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services.

-4.4.3

Students will describe how individuals/groups may have different perspectives about the use of land (e.g., farming, industrial, residential, recreational).

5.2.3

Students will compare change over time (Colonization, Industrialization, Twentieth Century to Present) in communication, technology, transportation and education. DOK 3

Knowledge
What do you want students to know?

Physical differences of the north and south regions of the United States
Economic differences of the north and south during this time period
The impact industrialism had on the north and south
Resources of the north and south regions
Cultural traditions of the north and south regions during this time period
Important people and their contribution to this era
The various perspectives of states’ rights
The importance of preserving the union
The value of conflict resolution
The causes of the Civil War

Attitudes
What habits of mind do you want students to develop?

Appreciation of regional differences
Respect for cultural differences
Appreciation of conflict resolution
Appreciation for advancements in technology
Appreciation of historical perspective

Understanding
What big ideas, concepts, or generalizations do you want students to understand?

Students will understand that regional differences effect ways of life
Students will understand the significance or impact of industrialism on the United States
Students will understand the importance of conflict resolution
Students will understand the value of preserving a united government

Skills
What skills do you want students to develop?

Reading, Writing, Speaking, Listening
Interpret information
Analyzing
Note-making and Summarizing
Conduct Comparisons
Draw Conclusion by making inferences
Use criteria to evaluate work
Making sense of vocabulary

Essential Questions

Mastery What are the regional differences between the north and the south?	Interpersonal Which perspective do you most closely identify with, the southern plantation owner or the northern manufacturer?
Understanding How does technology change a Nation?	Self Expressive Which should have more power state governments or federal government? Why?

Student Learning Goals
Know

_______________________________________________________________________

As a result of this unit of study I will:
*Know physical differences of the north and south regions of the United States

*Know economic differences of the north and south during this time period

*Know the impact industrialism had on the north and south

*Know resources of the north and south regions

*Know cultural traditions of the north and south regions during this time period

*Know important people and their contribution to this era

*Know the various perspectives of states’ rights

*Know the importance of preserving the union

*Know the value of conflict resolution

*Know the causes of the Civil War

_____________________________________________________________________________Critical Vocabulary List

As a result of this unit of study I will learn the following vocabulary:

Technology Federal Government

Industrial Revolution Economy
Regions Compromise
Resources
Agriculture
Conflict

Pre-Civil War Task Rotation

The Hook
The regions of the United States have many similarities and differences that make them unique. Cultural differences have led to many conflicts throughout our nation’s history. During the 1800’s the northern and southern regions of the United States faced a major conflict. Complete two of the following tasks in order to demonstrate your knowledge of the Pre- Civil War Era.


	Mastery Task Make a List Using a graphic organizer, list the major regional differences between the north and the south. (Include physical characteristics of the land, resources, cultural elements, and economic information in your analysis.		Interpersonal Task Write a Diary Entry You are living on a southern plantation in the year 1830. Write three diary entries of your day-to-day activities. Date each entry. OR You are living in the Northern regions of the United States during the 1830’s. Your family owns a textile mill. Write three diary entries of your day-to-day activities. Date each entry.
	Understanding Task Compare & Contrast The regions of the United States changed greatly after Eli Whitney’s invention of the cotton gin. Compare and contrast the northern and southern region’s way of life BEFORE the cotton gin was invented. Compare and contrast the northern and southern region’s way of life AFTER the cotton gin was invented. After reflection upon your work, write a one page summary describing the effects the cotton gin had on the United States.		Self-Expressive Task Create a Poster Decide whether you are in favor of a state government or a Federal government system. Create a poster that illustrates the type of government you think would be most beneficial for all citizens.
Establish the Lesson/Unit Blueprint
		Foyer
		Introduction Connection to Prior Knowledge How will I introduce the Lesson/Unit? Hook: Students will complete a KWL chart after viewing a United Streaming segment entitled “An Exploration of the United States Prior to the Civil War.” . Bridge: While many students have heard about the Civil War or the War Between the States, most students in 5^th grade have limited prior knowledge as to the causes of the war.
Workroom		Library		Porch
Practice & Extension How will the new knowledge and skills be reinforced and extended? Research skills-model and coach Collaborative summaries: students work in groups of 5 to build a summary. Feature Article –model and coach Interactive Mapping-model and coach		Knowledge Acquisition How will the new learning be presented? Resources United Streaming: “ An Exploration of the United States Prior to the Civil War” and “American Slavery: The Southern Plantation Way of Life” Harcourt Social Studies text Nystrom United States History Map Series Harcourt Social Studies Practice Book: The North and the South and The Nation Divides. Highlights in American History by Grace Kachaturoff: Expansion into an Industrial Economy* New Technology in the Civil War by Alice Cary America’s Story 2^nd Edition “The Civil War Years 1850-1876” Can the Union be Saved? How Can Senator Henry Clay Hope to Keep America United? Also, “Taking a Stand” Tools & Strategies Etch-A-Sketch Window Notes Reading for Meaning 1-2-3-4 Summary Compare & Contrast Anticipation Guide SQR3 Chart Question Stem Menu C.O.D.E. Vocabulary activites Word Wall Vocabulary Notebook Technology—United Streaming, Brain Pop lesson sequence Power Points		Reflection How will students process and internalize and reflect upon the new learning? Students reflect on their work and experiences during group and class discussion. Carousel Brainstorming: Students reflect and collaborate on learned knowledge. Question Stem Menu Regional Differences—Window Notes Perspective—Slave owner or manufacturer Technology of Industrial Revolution—Carousel Brainstorming Compare and Contrast state government to federal government Prioritizing Vocabulary *Creation of “Freedom” written and performed section of movie
		Kitchen
		Application of Knowledge & Skills How will students demonstrate their mastery and understanding of the content, processes, habits and attitudes? Task Rotation Open Response Feature Articles Graduated Difficulty

Align Assessment Task to Essential Questions

Essential Question	Assessment	Hidden Skills/Attitudes
What are the regional differences between the north and the south? Which perspective do you most closely identify with, the southern plantation owner or the northern manufacturer? How does technology change a Nation? Which should have more power, state governments or federal governments? Why? Culminating Assessment	Window Notes Question Stem Menu Open Response Task Rotation Anticipation Guide Task Rotation Collaborative Summary 1-2-3-4 Summary Carousel Brainstorming Compare & Contrast Reading for Meaning Compare & Contrast Feature Article Open Response Task Rotation Graduated Difficulty	Note-making Comprehending Explaining Writing Speaking Listening Analyzing Evidences Reading Comprehending Explaining Comparing Analyzing Writing Listening Comprehending Analyzing Synthesizing Comparing Evidences Comprehending Comparing Explaining Evidence Writing Comparing Analyzing Pre-writing Editing Publishing

Vocabulary Instructional Map
Connecting	Word Wall Vocabulary notebook
Organizing	Prioritizing Vocabulary Categories *A Three-Way Tie
Deep Processing	Visualizing Vocabulary Compare & Contrast
Exercise, Elaboration	Vocabulary Games Par-Writing
Vocabulary Essential to Know Industrial Revolution Technology Economy Regions Resources Agriculture Conflict Compromise Resolution State Government Federal Government	Important to Know Industry Supply & Demand Goods Plantation Textile Mill Cotton Gin

Sequence of Learning Activities

Standards	Lesson Title	Strategy/Tool	Product	Learning Styles
SS-05-3.4.1 Students will describe production, distribution and consumption of good and services in the history of the U.S. (Colonization, Industrialism, Twentieth Century to Present)	Activating prior knowledge of the Pre-Civil War Era. View United Streaming video, “An Exploration of the United State Prior to the Civil War”	Technology KWL Chart	Notes, list of ideas, Discussions	ST NT
SS-05-5.23 Students will compare change over time (Industrialization) in communication, technology, transportation and education.	Industrial Revolution Chapter 9 Lesson 4	Etch-a-Sketch Reading for Meaning	Notes, Visualization Notes, list of ideas, Discussions	ST NF
SS-05-3.4.3 Students will define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services	Effects of the Industrial Revolution. United Streaming video, “American Slavery: The Southern Plantation Way of Life”	Technology 1-2-3-4 Summary	Notes Explanation	ST NT
	Expanding Knowledge of the Industrial Revolution Era	Carousel Brainstorming	Notes, ideas, explanations Collaboration, Group Work	ST SF NT NF
SS-05-5.23 Students will compare change over time (Industrialization) in communication, technology, transportation and education.	Comparing\Contrasting life before and after the Industrial Revolution	Compare & Contrast	Graphic Organizer, Notes, Ideas	NT NF
SS-05-4.43 Students will describe how individuals/groups may have different perspectives about the use of land (e.g. farming, industrial, residential, recreationa	Regional differences between the north & south. Chapter 10 Lesson 1	Window Notes Question Stem Menu	Notes, list of ideas, Discussions Notes, Evidence, Reflection	ST SF NT NF
SS-05-2.3.2 Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication	Differing perspectives from the north and south. United Streaming, “Causes of the Civil War”	Technology Anticipation Guide	Notes, evidences, discussion, reflections	SF NT
SS-05-3.4.3 Students will define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services.	Nystrom mapping activity illustrating Slavery and the economy	Interactive mapping	Discussion, evidences	NT
SS-05-2.3.2 Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication)	How do you solve a conflict? Chapter 10 lesson 2-3	SQ3R Chart	Notes, list of ideas, Discussions	ST NT
SS-05-2.31 Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups in the history of the United States	American’s Story, “Taking a Stand”	Literature Circles Reading for Meaning	Response of the task Notes, list of ideas, Discussions	SF NT
SS-05-2.21 Students will describe social institutions (governments, economy) in the Unites States and explain their role in the growth and development of the nation.	Differences between state’s rights and Federal government	Compare & Contrast	Visualization, ideas, notes	NT NF
	America’s Story, “Can the Union be Saved?”	Literature Circles Reading for Meaning	Response of the task Notes, list of ideas, Discussions	SF NT
SS-05-2.3.2 Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication	What Caused the Civil War?	Collaborative Summary	Synthesizing Collaboration Group Work	ST SF NT NF
	Assessment	Task Rotation Open Response Writing Graduated Difficulty “Freedom Movie	Student Response	ST SF NT NF

Graduated Difficulty
4	The regions of the United States changed greatly after Eli Whitney’s invention of the cotton gin. Compare & contrast the northern and southern regions way of life before and after the cotton gin was invented. Discuss how the invention of the cotton gin affected our economy in the United States. C. Explain the positive and the negative effects of the cotton gin on our country
3	Henry Clay is known as the “Great Compromiser” for his efforts to settle the debate of slavery in the west. Write an article for the local newspaper about Henry Clay and his contributions to settle regional differences during the 1850’s. (this must be at least 5 paragraph)
2	Stephen Douglas and Abraham Lincoln had very different ideas about how the question of slavery should be settled. Write two paragraphs explaining each man’s position on slavery.
1	During the Civil War period, many abolitionists contributed to the effort to end slavery. Identify one abolitionist from this time period. Describe the works of this person to end slavery.

Directory: Thoughtful Ed Cadre2 Units -> Social%20Studies
Social%20Studies -> Historical Perspective Unit

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