LU Title: The Civil War: Causes and Aftermath

Author(s): Gail Wolczanski and Patricia Yozzo

Grade Level: Fifth Grade

School Address: New Hartford CSD

Subject Area: Social Studies

School Phone/Fax: (315) 738-9214

Declarative

Procedural

• Clarifies the political, societal and geographic causes of the Civil War

• Students will infer lifestyles of 19^th century American culture in the North and South with daguerreotypes accessed from web sites; American Memory Collection from the Library of Congress. http://lcweb2.loc.gov/ammem/daghtml/dagpres.html

• Examines the viewpoints of the defenders and opponents of the slave system

• Students will access internet sites-

To find biographical and related articles interpreting photography of Mathew Brady. (Credited with the invention of photojournalism and a number of technical contributions to 19^th century photography, Brady reflects changes in technology and culture in the midst of social upheaval which he reflects in his images. Students will also see photographs of the most prominent people of the time collected to fulfill as a personal goal Mathew Brady set for himself.)

To construct support using visual images and elaborate on their historic information to refine information using on-line written documentation and CD-ROM's.

Benchmarks: Clarifies the causes of the Civil War socially, politically, and geographically

Examines the viewpoints of the defenders and opponents of the slave system

Analyzes the causes and effects of failed attempts at compromise that led to the Civil War

Benchmarks: Draws conclusions regarding the importance of leadership on both sides of the conflict through investigation of prominent people involved who affected the course of the Civil War

Summarizes the main ideas of the Emancipation Proclamation, Lincoln's reasons for issuing it, and its significance.

Compares the human and material costs of the war in the North and South and assesses the degree to which the war reunited the nation.

Standard: Understands the distinct lifestyles that separate the North and South by the 1850's affected the out break of the Civil War

Standard: Knows the strengths and weaknesses of both the Union and Confederacy

What declarative knowledge should studentsbe in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

 Concept: Geography Physical systems- (regions) are tied together for physical, political, economic, or cultural features.

Facts distinguishing the geographical differences between the North and South will be described and linked to the 19^th century political, economic and cultural differences.

Concept: Economic-Factors of Production. Types and availability of resources affect economic development.

Geography and climate in the North led to a strong manufacturing economy with small farms while Southern states became a strong agricultural area.

Concept: History-Empathy and Identity Different people living in the U.S. may view the same issue from different perspectives some times polarizing people. Important historic figures and groups make significant contributions at these times.

Slavery, culturally accepted in Southern cultures for economic reasons was protested by abolitionists who saw it as a negative institution.

Descriptions (vocabulary) Analogy: railroad, station, conductor

Concept: Government-Citizenship and Civic Life Generalization/principle: Equal Rights Basic civil values such as justice, due process, equality and majority rule with respect for minority rights are expressed in the constitutions and laws of th United States.

Women's Rights was an issue raised along with equal rights for the enslaved. Neither group felt the full benefits of the U.S. Constitution.

Time Sequencing

Concept: Government Concepts such as civic life, politics, and governments can and should do, how people should live their lives together and how citizens can support the proper use of authority or combat the abuse of political power.

Post war Congress could not decide the course it should take to reunite the nation. Political corruption and lack of civil liberties persisted despite the war's end. But, eventually, citizens supported proper avenues of renewal and reform and combated much of the political abuse and injustice.

Description: Facts

 Launch: Visual immersion into images of ephemera, photos, and paintings of 19^th C. America

Text (Macmillan Ch. 16, L. 1., "Two Different Worlds"

Map Study

Independent Study

Advanced Organizer Answers

Video: Sectional Differences: Slavery Time

Engage in Discussion Oral reading - Nettie's Trip South by Anne Turner

Independent Study with Cooperative Group Discussion

Video: You Are There Series: Harriet Tubman and the Underground Railroad

Trade Books: If You Traveled on the Underground Railroad by Ellen Levine

Trade Books: Sojourner Truth, Ain't I a Woman? By Patricia McKissack and Frederick McKissack Harriet Tubman Flame of Freedom by Frances T. Humphreville

Text (Macmillan-Ch. 16, L.2) "Women Speak Out"

Text (Macmillan-Ch. 16, L.3) events leading to the Civil War

Video Civil War 1861-1864

Emancipation Proclamation 1863 Gettysburg Address 1863 Text (Macmillan-Ch. 17, L1 & 2)

Artifact Photos: http://www.nps.gov/crweb1/csd/hoof.jpg John Wilkes Booth's pistol that killed Lincoln

Text (Macmillan-Ch. 17, L3) Video: Reconstruction

Leaders and Reformer Portraits

 Before, During, After

Advanced Organzer Questions http://lcweb2.loc.gov/ammem/ daghtml/dagpres.html

Graphic Organizer:

3 minute pause

*PreP Oral listening

Reciprocal Teaching *anthology "Black Children Speak Out" *Cobblestone Mag. (2/'89) Introduction to Frederick Douglass. *former slave interviews excerpts & photos found at http//xroads.virginia.edu

Use All Senses

*Semantic Word Mapping-Equal Rights

*Analyze Errors Organizer

Flow Chart sequencing events chronologically 1820 to 1861.

Pictographic representation of Anaconda Plan

Vocabulary Meaning/Terms

Abstract - Pink and Say. Debrief as symbolic of war

*symbolic interpretation of engraving/Mathew Brady photograph/political cartoons following Lincoln's assassination

Think-Pair Share

Bookends for Video *Wordsplash Review

Semantic Web goals/accomplishments construct support

Bio-sketch Web based on Independent Research

 Students will apply the procedural knowledge of drawing inferences from documentary (primary) sources as the instructor models the skill. Before viewing they will be told the era and brainstorm lifestyles then, During the viewing they will record details from each document categorized by North or South and construct questions to be answered after viewing the video. After the presentation they will draw conclusions about life in the Northern States compared to the Southern Staes and try to determine the cause for those differences in an open discussion.

After reading about regional differences in text, students will complete a compare & contrast graphic organizer to add to their notes confirming or refuting facts following the presentation

Students will access Mirror Images: Daguerreotypes at the Library of Congress activating SEARCH for specific congress-men or senators, individuals named, and various occupational portraits to answer questionnaire.

Using their independent study answers found at the website, students will work in cooperative groups to make inferences about regional resources, political points of view, and leaders' points of view where they are available.

During the video, the facilitator will pause following information that clarifies the regional differences. Students will web those facts to their graphic organizer constructing support. (rubric)

Analyzing Perspectives - Instructor models two points of view on slavery such as that found on website called American Civil Rights Review an "unabashed" collection of both positive and negative civil rights publications. (age appropriate) OR A History of US textbook by Joy Hakim, Book 5 Liberty for All? Students will then form groups of 4 or 5 to read, summarize, question, clarify and predict what their passage says about slavery r equal rights.

Students form groups of 3 or 4 to assess and give perspectives on children, leaders, and former slaves among other available resources. Broadsides will be created to demonstrate their understanding from the perspective of an abolitionist based on a rubric delineating criteria for the product. Reference will be made to broadsides used in the launch for the unit. (rubric)

A Relay Summary using sight, sound, feeling, touch and taste words will review the underground railroad route. Reinforcing the concept of underground railroad, there will be oral reading from Sweet Clara & the Freedom Quilt &/or Follow the Drinking Gourd. Together, text pages regarding women's rights and their role as abolitionists will be read and discussed.

Excerpts from trade books will be shared. As a class, the concept of equal rights will be discussed using semantic word mapping. Silent reading of the document giving an opinion by a Quaker in 1850, students will apply the concept of equal rights on the organizer.

To summarize and evaluate equal rights understanding students will write an essay - (rubric) Error Analysis: Elaborative on the Civil Rights withheld from enslaved people and women based on the 13^th, 14^th, and 15^th amendments. After placing the events leading to the war on a sequential flow chart, students will web What? So what? Information that indicated the attempt it made to compromise differing political views and their success or failure. These opinion/reasons will be shared and discussed with the class.

Show video of war years. Debrief by emphasizing the leaders of both sides. The war at sea will be reviewed

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

 Make categorical inferences when viewing and interpreting documentary resources such as photos and other primary sources.

Access internet sites to find biographical and articles relating to the professional life and goals of Mathew Brady as America's first photojournalist. Students will also learn to use SEARCH with specific terms that will achieve getting the information they seek.

 Construct: Think Aloud

Shape: Opportunity to Practice

Internalize: Important to internalize to apply to other activities in this unit as well as Meaningful Use Task

Construct: Written Instructions

Internalize: Students sign up for practice time

 During the launch, visuals will be interpreted using a think-aloud process. When viewing the daguerreotypes using anticipation guides they will demonstrate and practice visual interpretations. Students will be asked to learn the skill as it will be applied to the meaningful-use task.

Students will be provided a written set of instructions instructing them how to access web sites on the internet. Common errors and pitfalls will be pointed out that would prevent them from accessing inappropriate sites and make their time on-line more efficient. Students will sign up for supervised practice sessions.

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

 Geographical regions are tied together for some identifiable reason such as by physical (including natural resources), political, economic, or cultural features. What features determine the northern states from the southern states?

Government - Citizenship and Civic Life - Basic civic values such as justice, due process, equality, and majority rule with respect for minority rights are expressed in the Constitution and Bill of Rights. How can citizens express their opinions about what governments can and should do, how people should live their lives together, and how the proper use of authority can combat the abuse of political power.

History-Empathy-Different people living in the U.S. at differing times in its history may view the same issue from different perspectives.

• Comparing
• Classifying

 Inductive Reasoning

 Deductive Reasoning

• Error Analysis

 Analyzing Perspectives

• Constructing Support
• Abstracting
• Other:

 Following application of the internet skill of accessing information to support their Advanced Organizer, students will meet in cooperative groups. Their objective will be to focus on specific pieces of information, look for connections in the information they identifies, make a general statement that connects geography to lifestyle, and then make more observations to see if the generalization can be supported. Revision of generalization may be necessary. (Induction) Inductive Reasoning Matrix

Students will receive a rubric that identifies criteria for a 19^th century style broadside. Criteria for the broadside will include listing specific injustices suffered by enslaved individuals that contradict (specifically) the 13^th, 14^th, and 15^th amendments, among others. Students will take the role as abolitionists protesting inequality while encouraging proper use of government and opposing abuse of political power. (Deduction)

Reconstruction was a volatile issue politically. Students will examine the period and restate the perspective of Andrew Johnson's post-war policy, determine its components and apply them to the state of the union.

They will identify the perspective of Congressmen who opposed his plan. Investigating the individual statements, where possible, students will restate the components in their own words. A composition will be written comparing and contrasting the perspectives on the issue of reconstruction using the Q(usetion) A(nswer) D(etail) format. (Analyzing Historical Perspectives)

Planning Guide

Unit:

Step 1

Step 2

Step 3

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........

Answer essential questions regarding -

Geography generating two societies along the Eastern Coast of the United Stated which developed into a conflict decided by major events in a civil war

Historical Perspective identifying leaders on both sides of the conflict who made significant contributions to the development of the United States.

Economics - Factors of Production Types and availability of resources are important to economic development and were forces that influenced the outcome of the war.

What reasoning process will they be using?

Describe student's products and performances and the criteria for evaluation.

The instructional goal is to develop the sense of a bi-cultural nation with unresolved problems from which a war developed but did not necessary solve. In the Meaningful Use Task collaborative groups will use decision-making skills to pull together the years 1861 - 1865 in the form of a photo/document-based essay book. Web searching, CD-ROM, and texts will be used to detail the decades' events, people, practices and policies. A decision-making matrix, used effectively, will narrow down the information to the top five events from the decade assigned. The entire class will decide upon criteria for the decision.

Working in-groups of five to six students, a year will one assigned from 1861 to 1865. Each individual will be requested to review the table of events listed on the Civil War tables user their year (The World Book Multimedia Encyclopedia CD-ROM). Students read brief summaries of the events by rotating to resource locations: bookmarks on internet, CDs, encyclopedias, non-fiction texts and interviews with historians. Each student will then report back to their group with written educated opinions about which event should be focused on for their year. (rubric)

Following the decision-making matrix results, the events chosen will be assigned to individual students to research in detail using a Who? When? Where? Why? How? How come? Organizer with the additional goal of finding documentation in the form of a photo or written primary source to secure for the book's publication.

Groups will report out to their classmates the events that will be investigated. An overview of the topics will be placed on a large chart in sequential order. All students in the class have the opportunity to provide facts and resources for any event in any of the five years with the final narrative being the sole responsibility of the group member to whom it was assigned.

After using several resources to complete their organizational chart and recording them in bibliographical form, students will return to their group, share their investigations and complete what additional research their group requests before writing a chronological narrative. (rubric)

The layout for the Civil War research will be chronological, interspersed with narrative and captions under images of primary documentation. The book's cover will be a class-wide competition. One member from each of the five committees will serve on the editorial board with the teacher/facilitator. Final copy will be printed professionally and housed in the school library.

[ ] Decision Making
(selecting from seemingly equal alternatives or examining the decisions of others)
[ ] Problem Solving
(seeking to achieve a goal by overcomming constraints or lmiting conditions)
[ ] Invention
(creating something to meet a need or improve on a situation)
[ ] Experimental Inquiry
(generating an explanation for a phenomenon and testing the explanation)
[ ] Investigation
(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)
[ ] Systems Analysis
(analyzing the parts of a system and how they interact)
[ ] Other:

Products/Performances

Criteria for evaluation

Element #1

Element #2

Element #3

Element #4

Elements

Scale

 Identifies Alternatives

Basic Principles

Opening

 Selects Alternative

Word Processing

Information

 Supports Alternative Choice

Access Information

Organization

 NONE

NONE

Conclusion

Weights

4

 Presents a comprehensive list of the most important possible Civil War events and describes each in detail.

Comprehends basic skills necessary to set tabs, determine style and design desired, makes necessary format adjustments without assistance.

Develops an interesting lead that captures the reader's interest.

 Selects best among Civil War events that meets or exceeds the criteria.

Uses and applies technology including editing skills (i.e. spell check) to produce a curriculum related report.

Includes sufficient information but ONLY information related to the chosen topic.

 Provides a well-developed discussion of the decision task and provides insights into the choice.

Uses a variety of computer related services (i.e. CD-ROM, On-line, scanning graphics) to access information and enhance report without assistance.

Thoroughly and logically develops the narrative chronologically through the use of various appropriate transitions.

 Develops a conclusion that thoroughly and logically brings the narrative to a natural closing.

3

 Identifies most of the important Civil War events in their assigned year.

Comprehends basic skills necessary to set tabs, determine style and design desired, make necessary format adjustments with some assistance.

Develops an interesting lead that captures the reader's interest.

 Selects the year's events that meet established criteria successfully.

Uses and applies technology including editing skills (i.e. spell check) to produce a curriculum-related report with some assistance.

Includes information related to the topic but may not have a sufficient amount.

 Provides successful support for the choice(s) by a discussion of the decision task.

Uses a limited amount of computer related services (i.e. CD-ROM, On-line, scanning, graphics) to access information and enhance report with some assistance.

Logically develops the narrative chronologically through the use of appropriate transitions.

 Develops a conclusion that logically brings the narrative to a natural closing.

2

 Identifies some events that are important and some that are not.

Comprehends basic skills necessary to set tabs, determine styles and design desired, make necessary format adjustments with assistance at all times.

Develops an accurate lead but the lead does not capture the reader's attention.

 Selects event(s) that does not entirely conform to the student's assessment of the alternatives.

Has basic knowledge of technology including editing skills (i.e. spell check) to produce a curriculum-related report with a great deal of assistance.

Includes sufficient information related to the topic but also has information that is not related to the topic.

 Provides some support for the choice(s) through a discussion of the decision task.

Uses a limited amount of computer related services (i.e. CD-ROM, On-line, canning, graphics) to access information and enhance report with some assistance.

Develops the narrative in a logical manner in places but may have illogical places as well due to inappropriate transitions.

 Develops a conclusion that brings the narrative to a close but not naturally.

1

 Selects events that are clearly not relevant to the decision.

Does not understand basic skills necessary to set tabs, determine style and design desired, make necessary format adjustments.

Develops an inaccurate or inappropriate lead that does not capture the reader's interest.

 Makes a selection that does not appear reasonable or can not be justifies by the evaluation of the events possible.

Has a limited knowledge of technology including editing skills (i.e. spell check) to produce a curriculum-related report with a great deal of assistance.

Includes little information related to the topic.

 Selects event(s) which can not be supported or does not answer the decision task.

Uses a limited amount of computer related services (i.e. CD-ROM, On-line, scanning, graphics) to access information and enhance report with a great deal of assistance.

Develops the narrative in an illogical manner due to the lack of or inappropriate use of transitions.

 Conclusion, if given, does not bring a sense of closure to the narrative.

Score Point 4

Score Point 3

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Score Point 2

Score Point 1

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