Curriculum Overview - This unit will be the culminating project for the 3rd quarter Social Studies curriculum. During the 3rd quarter students study the Westward Movement and the Civil War. This project will be linked to Language Arts through literature about Civil War.
Abstract - Students will be placed in groups representing Northern, Border, and Southern states. They will work together to promote their "cause" and try to win the war.
Invitation - In order to better understand the causes and events of the Civil War and why these things occurred, students need to think and feel like mid-nineteenth century Americans. Let them “become” those nineteenth century Americans and fight the war using knowledge instead of guns. The points of view that the students develop while researching the people and events of the war will give them a deeper understanding of the causes and effects of the war.
Standards:
1. Identify the historical documents on which our country was founded.
2. Explain ways that general public opinion, individuals, and groups influence and shape public policy.
3. Understand the development of United States political ideas and traditions.
4. Explain how economic systems decide what goods and services are produced, how they are produced and who consumes them.
5. Understand patterns of work and economic activities in the United States.
6. Write questions and research answers about special individuals from eras in U.S. history, drawing information from a variety of traditional and electronic sources.
7. Make inferences about historical events and eras using historical maps and other sources.
8. Describe how slavery and indentured servitude influenced the early economy of the United States.
9. Use appropriate conventions and form in writing.
10. Use correct spelling in writing.
11. Use correct grammar, punctuation, and capitalization.
12. Communicate acquired information, concepts, and ideas.
Assessment:
1. During the “war,” activity pages are given 1-3 points based on completeness and accuracy. Total points are averaged to give an activity grade.Tasks:
2. Research note cards graded according to checklist.
3. Encyclopedia articles graded according to a rubric. The report is given separate research and writing grades.
4. Standards skills assessed according to rubric.
5. Unit test
6. Extra credit points are given for memorization of the Gettysburg Address.
1. Divide the class into three equal groups representing Northern, Border, and Southern states. The Northern and Border states are both in the Union, giving them a numerical advantage. Make sure that the Confederacy contains a large share of the strong leaders in the class. That should give them an early lead in the war. Students color a flag representing their cause and tape it to their desks.
2. Read and discuss the Civil War chapter(s) in the textbook. Have students voice the points of view that people in their region would hold on various events.
3. Several times during the unit, the class will have "battles" where each side can earn points for their "cause". Keep a record of total points earned by each side throughout the unit. These points represent each side's progress in the "war." For a battle, individual students take turns answering questions on basic facts in the textbook about the war. e.g. "What is one part of the Anaconda Plan?", "Who was President of the Confederacy?"
4. From various commercial resources, choose 10-12 activity sheets that require students to find general information about the Civil War. Students are each given packets of these activity pages to research and complete with other members of their group. Points from these pages are added to the totals for each "cause".
5. Students must attempt to recite the first sentence of the Gettysburg Address. They receive extra credit if successful and additional extra credit for reciting the entire Gettysburg Address from memory.
6. Give each student a different person, place or event to research and report on. Each region is split into 2 smaller groups. Students rotate through research stations in these groups, seeking information and a graphic on their topics. The stations include: the computer; reference books; resource books from the library; and maps, posters and other printed materials. Groups not at a station will work on the activity packets. Collect only those packets that were worked on each day and add points to the war totals.
7. Collect, grade, and return notecards as students complete their research.
8. Students write their reports and import their graphics into Claris Homepage.
9. All the reports are compiled to create a class "Encyclopedia of the Civil War." This encyclopedia will be put on the web.
Situations - Most work on this unit will
take place in the classroom, library, and computer lab.
The unit will last approximately 3-4 weeks.
Interactions – Teacher will lead class discussions and act as facilitator during research and writing activities. Students will participate in class discussions and work together in cooperative groups to complete activity pages. They will rotate in small groups to research their report topics. They will play "battle" games.
Accommodations – Students with special needs will be able to work with other members of their groups to complete the tasks. Testing accommodations will be made as specified in IEPs. Gifted students will be able to expand on the final project in any way they choose.
Tools: