You Ain't Whistling Dixie, Author(s): Henry Pecori and Leslie Gayne, Grade Level: 7, Subject Area: Social Studies, The teacher will dress as Abraham Lincoln to start this activity. The class will participate in the KWL activity that will be directed by the teacher. They will use knowledge gained from previous chapters to help determine the factors that led to the Civil War. Students will keep this chart in their notebook until the end of the unit when the "L" section will be completed.

LU Title: You Ain't Whistling Dixie

Grade: 7

Subject: Social Studies

Authors: Henry Pecori and Leslie Gayne

School: St. Anthony's School, 870 Arsenal St, Watertown, NY 13601

School Phone: 788-1461

Scheduling

15 forty minute periods

Essential Questions

In what way would life be different if the South won the Civil War?
What events changed the outcome of the war the most?
What were the differences between the North and the South before and during the Civil War?

New York State Learning Standards

S.S.1. History of the United States and New York-The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.
S.S.3. Geography-Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories geography.
S.S.5. Civics, Citizenship, and Government-The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law.
ELA 1. Language for Information and Understanding-Students can listen to and read the ideas of others as a way of gaining information and understanding, and can analyze what they hear and read. Students can acquire and use information from a variety of sources for different purposes. Students can convey information clearly in discussions, conversations, and presentations. Students can use writing with growing proficiency as a way to communicate ideas and organize information.
ELA 3. Language for Critical Analysis and Evaluation-Students can, with minimal direction, analyze and interpret information, ideas, and language from academic and nonacademic texts. Students can present, orally and in writing, clear analyses of issues, ideas, and literary strategies, supporting their positions with well-developed arguments. Students use standard English in formal presentations and demonstrate control over language conventions appropriate to a range of formal and informal situations.
ELA 4. Language for Social Interaction-Students use language appropriately and selectively for social interactions with a range of different people.
Arts 1. Creating, Performing and Participation in the Arts-Students will create and perform theatre pieces as well as improvisational drama. They will understand and use the basic elements of theatre in their characterizations, improvisations, and play writing.
MST 5. Technology-Computers, as tools for design, modeling, information processing, communications, and system control, have greatly increased human productivity and knowledge.

Modifications for Learning Disable Students

Extended times for all quizzes and test should be allowed if necessary. Making sure that any needing student is paired for final project. Allowing the student to deliver to the teacher privately or on cassette or videotape could modify final project oral presentation.

"You Ain't Whistling Dixie"

Day 1

Content Knowledge

Declarative Knowledge

Students will be able to list factors that led to the Civil War: slavery, trade, politics, resources, etc.

Procedural Knowledge

*Students will research and collect or create and perform artforms from the Civil War period.
*Students will research and write a report on a Civil War topic.
*Students will create and perform a Civil War skit.

*Procedural Knowledge dependent on choice of activity.

Class

The teacher will dress as Abraham Lincoln to start this activity. The class will participate in the KWL activity that will be directed by the teacher. They will use knowledge gained from previous chapters to help determine the factors that led to the Civil War. Students will keep this chart in their notebook until the end of the unit when the "L" section will be completed.

Students will complete worksheets to help them identify the factors that led to war. (p.32) The final report/project will be introduced and discussed. The students will be given copies of the rubrics that will be used for assessment. They will also be given a list of possible Internet sites.

Assessment

The teacher will assess the student's progress through the input they give during the KWL activity. Successful completion of the worksheet will also show their understanding of the factors.

Civil War Project Sheet

You may choose one of the following:

Research an artform (music, art, poetry, etc.) during the Civil War period. The student will create a display or portfolio of pieces collected, orally discuss the origins of selected pieces and perform a selected piece or create a replica of art from the Civil War period from a written account.
Research a teacher-approved topic from the Civil War period and write a 3-4 page typewritten report. You will be required to present your report orally. Visuals are strongly encouraged.
Create a model that accurately depicts a Civil War battle scene.
Create and perform a skit depicting a particular teacher approved event from the Civil War period. Props and line memorization will be required.

You will be given some time in computer class to locate information for your project and to type reports. YOU WILL NEED TO COMPLETE MUCH OF THIS ON YOUR OWN TIME.

Here are some Websites that may help you get started:

www.califormiacentralcoast.com (see education)
www.cr.nps.gov (see history in the parks)
http://scarlett.libs.uga.edu (see collections-maps)
http://www.powereb.net/bblock/war/
http://jefferson.village.virginia.edu/vshadow2/
http://search.yahooligans.com/search/ligans?p=civil+war+songs
You may also want to use: The Civil War 1861-1865 by David E. Roth (book and illustrated CD-ROM)

Timeline of Due Dated for Final Report/Project

Day 1-Final report/project will be introduced and discussed. Copies of rubrics will be distributed.
Day 3-Report/project ideas and groups must be reported to teacher for approval.
Day 7-Report/project progression must be reported to teacher. All data collected must be presented.
Day 11-Report/project progression must be reported to teacher. All data collected must be presented. Report/project should be almost complete.
Day 13-Teacher will collect completed report/project for perusal before oral presentations. Make sure you keep a copy to practice for your presentation.
Day 14 and 15-Oral presentations will be given.

Day 2

Content Knowledge

Declarative Knowledge

Students will be able to list the goals of the war for each side.
Students will be able to state what year and where the war started.
Students will be able to list how the states were divided: slave, free, border
Students will be able to state who commanded the Confederate Army
Students will be able to state who commanded the Union army

Class

Ticket in the door activity-Each student will have to identify a factor of the Civil War on their way into class.

The class will read pg. 366-373 from the textbook One Flag, One Land together. Discussion and note taking will follow to be sure that important points are learned. Students will complete a map worksheet on the division of states. (p.72)

Facts:

Civil War started on April 12, 1861 with the bombing of Fort Sumter.

Goals:

Confederacy wanted independence.

Union wanted to preserve the Union. (underlying goal: to end slavery)

Free States:

19 (ME, VT, NH, MA, RI, CT, NY, PA, OH, MI, IN, IL, WI, MN, IA, KS, CA, OR, N)

Slave States:

11 (VA, NC, SC, GA, FL, TN, AL, MS, AK, LA, TX)

Border States:

5 (MO, KY, WV, MD, DE) (remained with free states)

General Ulysses S. Grant commanded the Union Army.

General Richard E. Lee commanded the Confederate Army.

Assessment

Oral assessment from ticket in the door activity.

Oral assessment during note taking.

Observation of map worksheet completion.

Homework: Vocabulary List

Pg. 373 (1-4)

WBp 72

Day 3 and 4

Content Knowledge

Declarative Knowledge

Students will be able to list major battles and be able to discuss their results: Gettysburg, Ft. Sumter, Vicksburg, Antientam, etc. Students will be able to identify the turning point of the war.

Procedural Knowledge

Students will write an essay on a Civil War battle and its outcome and effects. Students will read maps on Civil War battlesites.

Class

Quiz on distribution of states.

The class will identify major battles as p. 374-376 is read. The teacher will lead discussions and notes will be taken on important battles. Special attention will be given to the outcomes of these battles. The Battle of Gettysburg will be identifies as the turning point of the war. The students will read the battlesite maps in the text and discuss what information they give.

The students will view a video, Civil War Battles, which will give them more insight into certain battles of the Civil War.

Students will complete a worksheet to emphasize early events of the war. (p35) Resource and battlesite maps from the textbook will be reviewed and discussed. The teacher will ask important questions, which can be answered from the maps. Students will be encouraged to find other facts that are contained in the map. Discussion will be geared to help students realize the importance of these maps and why the information may be presented this way. Also, students will be asked what other ways the information could be presented and to compare the various possibilities.

Assessment

Oral assessment as reading and notes are completed

Quiz

Observation on worksheet page 35 completion

Homework:

Vocabulary List

Pg. 376 (1-4)

Worksheet p. 35

Essay-Choose one battle from the video and discuss its importance. Write an essay on the Emancipation Proclamation and its effects.

Day 5

Content Knowledge

Procedural Knowledge

Students will write an essay on the Emancipation Proclamation and its effects.

Class

Copies of the Emancipation Proclamation will be available for all students. The speech will be read aloud in class. The teacher will point out that the Proclamation freed only the slaves in the rebelling states. It increased the number of African-Americans that joined the Union army, which may have been a factor in the Union victory. After the teacher makes certain observations, a teacher-guided discussion will follow. Students will be led to see the importance and limitations of the proclamation. Students will choose events from the Civil War period and determine the effects, if any, of the Emancipation Proclamation. The students will then write essays, following New York State standards and guidelines, completely discussion the Emancipation Proclamation and its effects on the event they chose.

Assessment

Observation and oral questions

New York State PET rubrics

Homework:

Complete essay

WBp 75

Day 6

Content Knowledge

Declarative Knowledge

Students will be able to identify resources available to each side: food, weapons, troops, etc.

Students will be able to identify the economic conditions of each side.

Students will be able to identify the social conditions of each side.

Class

The students will read text pages 377-380 in One Flag, One Land. This section deals with the social and economic conditions of each side. The resources each side had and their effect on the war will also be discussed. The teacher will lead discussion and note taking on important concepts in this section.

Notes:

Sally Tompkins-only women officer

Louisa May Alcott-civil war nurse and author

Clara Barton-ARC

Belle Boyd-Confederate spy and messenger

Emma Edmonds-disguised herself as a man and served in the Army of the Potomac

Assessment

Oral assessment as reading and notes are completed.

Homework:

Vocabulary List

P. 380 (1-4)

WBp 73

Day 7

Content Knowledge

Declarative Knowledge

Students will be able to understand how the economic and social factors helped the North to win.

Class

Quiz on women in the war.

The students will read pg. 381-386 of One Flag, One Land. This section deals with how the North was able to win the war and preserve the Union. The students will use prior knowledge (from notes on economic and social conditions and resources) to help categorize the reasons that aided the North.

Notes:

Major Confederate defeats-Gettysburg, surrender of New Orleans and Vicksburg, fall of Atlanta, capture of Savannah, fall of Richmond and finally the surrender at Appomattox (April 9, 1865).

Assessment

Observation during reading and note taking

Quiz

Homework:

Worksheet p. 38

Day 8

Content Knowledge

Declarative Knowledge

Students will be able to list the political parties that existed during the war.

Class

Students will read pg. 387-389 of One Flag, One Land. This section highlights the political climate of the US during the Civil War. The teacher will give notes to insure that students remember the important point.

Notes:

Radical Republicans-strong critics of Lincoln's Republican Party. Wanted harsher treatment of the South.

War Democrats-opposed Republican policies of high tariffs and a central banking system.

Peace Democrats-wanted to preserve the Union with an immediate end to the war.

Copperheads-a radical group of Peace Democrats who opposed Lincoln's policies on the war almost to the point of treason.

Union Party-the name given to the Republican party for the election of 1864.

Day 9

Content Knowledge

Procedural Knowledge

Students will make a timeline of important Civil War dates.

Class

A discussion of what constitutes a major event will help guide the students to make their choices from Civil War events. Several examples of timelines will be provided to help them determine what components are necessary to complete an acceptable timeline. A discussion of what information to include will follow. The students will be directed to read from their textbooks and other resource materials to help pinpoint events and dates. The students will be divided into groups and asked to create a timeline using not less than twenty entries which fit the requirements from the previous discussions.

Assessment

Oral questioning and observation

Homework:

Completion of timelines

WBp 74

Day 10

Content Knowledge

Procedural Knowledge

Students will make graphs on various Civil War statistics.

Class

Teacher will check progress of project

Various resources for locating pertinent information will be made available to the students. Through the textbook readings, teacher lectures and class discussions, the students will understand the importance of the issues that the data comes from. They will also discuss the importance of how this data can be displayed. The students will be paired up and asked to research and collect the data on the topic of their choice within the Civil War unit. The students will then use Microsoft Word Spreadsheet or Microsoft Excel to create spreadsheets and graphs of the data researched.

Assessment

Observation and correct completion of graphs

Day 11

Class

Completion of "L" section KWL chart. As the students fill in the "L" section, a web diagram will be used to illustrate the similarities and differences of the resources of the North and the South. Discussions of how these resources help the war effort will follow. The students will then write an essay which will explain the similarities and differences and their effects on the outcome of the war.

Assessment

Observation of completion of chart and diagram

New York State PET rubric

Homework:

Complete essay

WBp 71, 76

Textbook p. 390, 391

Worksheet p. 36, 37

Day 12

Class

Review for chapter test

Assessment

Oral

Day 13

Class

Chapter Test administered

Day 14 and 15

Class

Civil War Project/Report Presentations

Assessment

Rubric

Rubric Relevance to Civil War Resources & Technology Content Presentation

10% 10% 50% 30%

4All information historically accurate. All concepts fully researched and developed.
3	Most components of presentation or display are consistent with chosen topic.	Only 3 acceptable resources used one must be Internet site. Bibliography is mostly complete and correct.	Most information accurate. Most concepts fully developed.	Presentation/display completed on time. Some aspects of presentation/display not seriously performed or explained. Some props used. Visuals not explained adequately. Quality of presentation good.
2	Some components of presentation are consistent with topic.	Only 2 acceptable resources used one must be Internet site. Bibliography is mostly incomplete and incorrect.	Some information accurate. Some concepts fully developed.	Presentation/display not completed on time. Many aspects of presentation not taken seriously. Few props used. Visuals not explained. Quality of presentation is average.
1	Very few components of presentation are consistent with topic chosen.	Only 1 acceptable resources used. Bibliography consistently incorrect.	Very little information accurate. Very few concepts developed.	Presentation not completed on time. Presentation not taken seriously. No props or visuals used. Quality of presentation is poor.