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Unit Plan

Civil War Unit Plan Poketha L Ruffin Averett University ED 556 Models and Instruction II W422 J.C. Wright PhD July 26, 2013

Unit Plan Classroom Information

The average class size is 25-30 students and one teacher. Social studies classrooms are full inclusion. Although there are special needs students in the social studies classrooms special education teachers are used in math and language arts. Text The following textbooks are used for the sixth grade social studies curriculum: -The American Nation -What I Need to Know, US History to 1865 -USI to 1865 Workbook Dates The following unit is taught throughout Virginia to sixth grade students during the last nine weeks of the school year. It is the final unit taught before students began to prepare for the cumulative Virginia SOL test. Essential Questions 1. How did cultural, economic, and constitutional issues create bitter divisions between the North and the South? 2. How did the issues of states rights and slavery increase sectional tension between the North and South? 3. Which states seceded from the Union? 4. Which four slave states stayed in the Union?

Unit Plan 5. Where were the other states that remained in the Union located? 6. Who are considered leaders of the Civil War?

7. How did Lincolns view of the nature of the Union differ from Lees? 8. Where did critical events of the Civil War take place? 9. Where were the major battles fought? 10. What are the ways location and topography influence important developments in the war, including major battles? 13. What hardships were experienced during the Civil War? 14. How did the Civil War change the lives of soldiers, women, and slaves?

Essential Knowledge and Skills Issues that divided the nation Slavery While there were several differences between the North and the South, the issues related to slavery increasingly divided the nation and led to the Civil War. Cultural issues The North was mainly an urban society in which people held jobs in cities. The South was primarily an agricultural society in which people lived in small villages and on farms and plantations. Because of their cultural differences, people of the North and South found it difficult to agree on social and political issues. Economic issues The North was a manufacturing region, and its people favored tariffs that protected factory owners and workers from foreign competition. The South was largely agricultural. Southerners opposed tariffs that would cause prices of manufactured goods to increase. Planters were also concerned that Great Britain might stop buying cotton from the South if tariffs were added. Constitutional issues A major conflict was states rights versus strong central government Issues that divided the nation An important issue separating the country related to the power of the federal government. Southerners believed that they had the power to declare any national law

Unit Plan

illegal. Northerners believed that the national governments power was supreme over that of the states. Southerners felt that the abolition of slavery would destroy their regions economy. Northerners believed that slavery should be abolished for moral reasons. Compromises attempting to resolve differences Missouri Compromise (1820): Missouri entered the Union as a slave state; Maine entered the Union as a free state. Compromise of l850: California entered the Union as a free state. Southwest territories would decide the slavery issue for themselves. Kansas-Nebraska Act: People in each state would decide the slavery issue (popular sovereignty). Southern secession Following Lincolns election, the southern states seceded from the Union. Confederate forces attacked Fort Sumter in South Carolina, marking the beginning of the Civil War. Lincoln and many Northerners believed that the United States was one nation that could not be separated or divided. Most Southerners believed that the states had freely created and joined the union and could freely leave it. States that seceded from the Union Alabama North Carolina Arkansas South Carolina Florida Tennessee Georgia Texas Louisiana Virginia Mississippi States that remained in the Union Border states (slave states) Delaware Maryland Kentucky Missouri Free states California New Hampshire Connecticut New Jersey Illinois New York Indiana Ohio Iowa Oregon Kansas Pennsylvania Maine Rhode Island

Unit Plan Massachusetts Vermont Michigan West Virginia* Minnesota Wisconsin *Note: Western counties of Virginia that refused to secede from the Union

Roles of Civil War leaders Abraham Lincoln Was president of the United States Opposed the spread of slavery Issued the Emancipation Proclamation Determined to preserve the Union, by force if necessary Believed the United States was one nation, not a collection of independent states Wrote the Gettysburg Address that said the Civil War was to preserve a government of the people, by the people, and for the people. Jefferson Davis Was president of the Confederate States of America Ulysses S. Grant Was general of the Union army that defeated Lee Robert E. Lee Was leader of the Army of Northern Virginia Was offered command of the Union forces at the beginning of the war, but chose not to fight against Virginia Opposed secession, but did not believe the Union should be held together by force Urged Southerners to accept defeat at the end of the war and reunite as Americans when some wanted to fight on Thomas Stonewall Jackson Was a skilled Confederate general from Virginia Frederick Douglass Was an enslaved African American who escaped to the North and became an abolitionist. Major battles and events The firing on Fort Sumter, S.C., began the war. The first Battle of Manassas (Bull Run) was the first major battle. The signing of the Emancipation Proclamation made freeing the slaves the new focus of the war. Many freed African Americans joined the Union army. The Battle of Vicksburg divided the South; the North controlled the Mississippi River. The Battle of Gettysburg was the turning point of the war; the North repelled Lees invasion. Lees surrender to Grant at Appomattox Court House in 1865 ended the war. Influence of location and topography on critical developments in the war The Union blockade of southern ports (e.g., Savannah, Charleston, New Orleans) Control of the Mississippi River (e.g., Vicksburg)

Unit Plan

Battle locations influenced by the struggle to capture capital cities (e.g., Richmond; Washington, D.C.) Control of the high ground (e.g., Gettysburg) General effects of the war Family members were often pitted against one another, as were friends against friends. As the war went on, Southern troops became increasingly younger and more poorly equipped and clothed. Much of the South was devastated at the end of the war (e.g., burning of Atlanta and Richmond). Disease was a major killer. Clara Barton, a Civil War nurse, created the American Red Cross. Combat was brutal and often man-to-man. Women were left to run businesses in the North and farms and plantations in the South. The collapse of the Confederacy made Confederate money worthless. Effects of the war on African Americans African Americans fought in the Union army. Some African Americans accompanied Confederate units in the field. The Confederacy used enslaved African Americans as ship workers, laborers, cooks, and camp workers. The Union moved to enlist African American sailors and soldiers during the war. African American soldiers were paid less than white soldiers. African American soldiers were discriminated against and served in segregated units under the command of white officers. Robert Smalls, an African American sailor and later a Union naval captain, was highly honored for his feats of bravery and heroism. He became a Congressman after the war.

Generalization of US History to 1865 United States History to 1865 Students will use skills for historical and geographical analysis to explore the early history of the United States and understand ideas and events that strengthened the union.

Unit Plan

The standards for this course relate to the history of the United States from preColumbian times until 1865. Students will continue to learn fundamental concepts in civics, economics, and geography as they study United States history in chronological sequence and learn about change and continuity in our history. They also will study documents and speeches that laid the foundation for American ideals and institutions and will examine the everyday life of people at different times in the countrys history through the use of primary and secondary sources. The study of history must emphasize the intellectual skills required for responsible citizenship. Students will practice these skills as they extend their understanding of the essential knowledge defined by all of the standards for history and social science.

Curriculum Framework Civil War: 1861 to 1865 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; c) identifying on a map the states that seceded from the Union and those that remained in the Union;

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d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Stonewall Jackson, and Frederick Douglass in events leading to and during the war; e) using maps to explain critical developments in the war, including major battles; f) describing the effects of war from the perspectives of Union and Confederate soldiers (including African American soldiers), women, and enslaved African Americans.

Unit Plan Lesson Plans - Focus on Learning

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Lesson Objective: Students will discuss the conflict between the idea of slavery in America. Be able to thoughtfully explain why the North was against slavery and why the South believed that an end to slavery would destroy their economy. Standards of Learning (SOL): USI. 9b) explaining how the issues of states rights and slavery increased sectional tensions

Part I: Introducing the Lesson (Anticipatory set ) Homework Review 5-minute Check (questions from previous lessons) Motivating the Learner (lesson preparationfocus/hook) Activities that lead directly into the new lesson (10-15 Minutes)

Warm-ups are used as a review of previous lessons, a hook to a new lesson, or a review of a past material. Warm-Up: Students will watch a brief film that discusses both the cruelty of slavery and the economic purpose that Southern Americans felt it served. Students will write down several questions that the have about slavery in their notebooks.

-Whole group instruction will take place Part II: Teaching the Lesson through the teacher letting the students know Focus on a particular learning objective (SOL) purpose Enable each student to learn the concept by using athe variety of of Socratic Seminar. -Teacher will explain the process of having an strategies intellectual conversation with others. Use Error Analysis (predictions/cautions) -Teacher will explain that students must be Show examples that illustrate problem tolerant of the ideas of others even if they solving/applications oppose of the statements that others make. Teach in a cycle: assess, diagnose, plan, -Student will use their notes and other materials instruct as evidence during the Socratic Seminar. Use whole group, clusters, manipulatives, calculators, critical thinking games, one on one Students will also have prepared questions ready. tutorials, mini lessons, spiral reviews, -Teacher will prepare the classroom by connections (20 - 25 Minutes) arranging desks in a circle so that students can view each other. Part III: Evaluating the Lesson / Guided Practice Transfer knowledge by carefully guiding students through the process of learning a particular concept/skill Check for understanding and engage in error analysis for individual students Determine if students have mastered the learning objectives by providing an opportunity for students to communicate in writing, by modeling, or through verbal communication Part IV: Applying the Lesson / Independent Practice Practicing skills is an important component of effective teaching/learning

-Teacher evaluates participation during the discussion.

-Students began questioning one another and participating in the Socratic Seminar.

Relevant exercises provide meaning and purpose for the learners Vary the assignment to accommodate learner readiness to practice the skills Always work-out the assigned exercises so that ill know the skills necessary -To address students with special needs, the teacher would have them use a chart to write down important facts that were discussed. -Students that may have speech issues could write down questions for the teacher to pose during the discussion.

Part V: Extending the Lesson / Small Group/Differentiation Make important connections to prior and future learning Use Projects, Labs, Games, Technology to enhance learning (20-30 Minutes/ Variable) Part VI: Closure Review information covered in class. Inform students of upcoming assessments. Inform students of opportunities for additional assistance. (7-10 Minutes) Part VII: Re-teaching the Lesson Re-teaching is necessary for almost every lesson objective Experiment with different strategies when reteaching to facilitate different learning styles

-Teacher will review days lesson and spiral back. -Teacher will foreshadow upcoming lessons -Teacher will assign related homework.

Done as needed.

Unit Plan Lesson Plans - Focus on Learning

Lesson Objective: Students will identify the cultural, economic, and constitutional issues that divided the nation. Standards of Learning (SOL): USI. 9 a) describing the cultural, economic, and constitutional issues that divided the nation

Part I: Introducing the Lesson (Anticipatory set ) Homework Review 5-minute Check (questions from previous lessons) Motivating the Learner (lesson preparationfocus/hook) Activities that lead directly into the new lesson (10-15 Minutes)

Warm-ups are used as a review of previous lessons, a hook to a new lesson, or a review of a past material. Warm-Up: On a sheet of paper describe your feelings about the following idea: If you lived in the South during the mid 1800s what would life be like for you as a slave, large land owner, or a women (choose one). Describe in as much detail as possible the economic, cultural, and constitutional issues that may concern you as well.

-Whole group instruction will take place Part II: Teaching the Lesson through the teacher presenting an issue to the Focus on a particular learning objective (SOL) Issue: The North and South are Enable each student to learn the concept by using astudents. variety of politically, economically, and culturally strategies different in the mid 1800s. Use Error Analysis (predictions/cautions) Show examples that illustrate problem -Teacher will instruct students using a power solving/applications presentation and give each student a graphic Teach in a cycle: assess, diagnose, plan, organizer to help students arrange ideas. instruct Use whole group, clusters, manipulatives, calculators, critical thinking games, one on one tutorials, mini lessons, spiral reviews, connections (20 - 25 Minutes) Part III: Evaluating the Lesson / Guided Practice Transfer knowledge by carefully guiding students through the process of learning a particular concept/skill Check for understanding and engage in error analysis for individual students Determine if students have mastered the learning objectives by providing an opportunity for students to communicate in writing, by modeling, or through verbal communication Part IV: Applying the Lesson / Independent Practice Practicing skills is an important component of effective teaching/learning Relevant exercises provide meaning and

-Students will use a Venn Diagram to identify similarities and differences between the North and the South during the Civil War time period. -Teacher will use guided questions to help students comprehend the lesson

-Teacher will then describe the next activity for students to complete on their own. -Teacher will pass out a sorting chart for students. Using their Venn diagram and

purpose for the learners Vary the assignment to accommodate learner readiness to practice the skills Always work-out the assigned exercises so that ill know the skills necessary

previous notes students will place short descriptive statements under the North or the South.

Part V: Extending the Lesson / Small Group/Differentiation Make important connections to prior and future learning Use Projects, Labs, Games, Technology to enhance learning (20-30 Minutes/ Variable)

-Students that finish the assignment have two options. They may way around the room to assist other students or -They can complete a complete a virtual tour of a slavery museum or take a Web quest based on the lives of the individuals that lived in the North, such as abolitionists like, Fredrick Douglass, Harriett Tubman, and or William Lloyd Garrison -Students that are having a harder time with the sort will work with the teacher to further enhance their comprehension.

Part VI: Closure Review information covered in class. Inform students of upcoming assessments. Inform students of opportunities for additional assistance. (7-10 Minutes) Part VII: Re-teaching the Lesson Re-teaching is necessary for almost every lesson objective Experiment with different strategies when reteaching to facilitate different learning styles

-Teacher will review days lesson and spiral back. -Teacher will foreshadow upcoming lessons -Teacher will assign related homework.

Done as needed.

Unit Plan Lesson Plans - Focus on Learning

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Lesson Objective: Students will identify individuals and their influence during the Civil War Standards of Learning (SOL): USI. 9d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Stonewall Jackson, and Frederick Douglass in events leading to and during the war

Part I: Introducing the Lesson (Anticipatory set ) Homework Review 5-minute Check (questions from previous lessons) Motivating the Learner (lesson preparationfocus/hook) Activities that lead directly into the new lesson (10-15 Minutes)

Warm-ups are used as a review of previous lessons, a hook to a new lesson, or a review of a past material. Warm-Up: Teacher will project images of each individual to a screen. Students will have 30 seconds to tell what they know about each individual.

-Whole group instruction will take place Part II: Teaching the Lesson through the teacher presenting the content for Focus on a particular learning objective (SOL) lesson. Enable each student to learn the concept by using athe variety of -Teacher will pass out cloze notes to students strategies -Students will open their interactive notebooks Use Error Analysis (predictions/cautions) and prepare for note taking. Show examples that illustrate problem -Teacher will show a PowerPoint presentation solving/applications that will include movie clips and notes. Teach in a cycle: assess, diagnose, plan, instruct Use whole group, clusters, manipulatives, calculators, critical thinking games, one on one tutorials, mini lessons, spiral reviews, connections (20 - 25 Minutes) -Teacher will give and open lecture to students Part III: Evaluating the Lesson / Guided Practice and use guided questions throughout lecture to Transfer knowledge by carefully guiding assess student learning. students through the process of learning a -Students will take notes and ask question for particular concept/skill clarity Check for understanding and engage in error analysis for individual students Determine if students have mastered the learning objectives by providing an opportunity for students to communicate in writing, by modeling, or through verbal communication -Teacher will then give students an assignment Part IV: -Students will use a template to draw the Applying the Lesson / Independent Practice individuals discussed in the lecture. After Practicing skills is an important component of drawing each individual students will then effective teaching/learning place a description, character trait, and quote Relevant exercises provide meaning and made by the individual that describes their role purpose for the learners

Vary the assignment to accommodate learner readiness to practice the skills Always work-out the assigned exercises so that ill know the skills necessary

in the war

Part V: Extending the Lesson / Small Group/Differentiation Make important connections to prior and future learning Use Projects, Labs, Games, Technology to enhance learning (20-30 Minutes/ Variable)

-Students that finish the assignment early will complete an acrostic poem on each of the individuals discussed in class. -Students that will need additional assistance will be given the template to use instead of drawing out the individuals. They will work closely with the teacher to correctly identify each individual.

Part VI: Closure Review information covered in class. Inform students of upcoming assessments. Inform students of opportunities for additional assistance. (7-10 Minutes) Part VII: Re-teaching the Lesson Re-teaching is necessary for almost every lesson objective Experiment with different strategies when reteaching to facilitate different learning styles

-Teacher will review days lesson and spiral back. -Teacher will foreshadow upcoming lessons -Teacher will assign related homework.

Done as needed.

Unit Plan Lesson Plans - Focus on Learning

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Lesson Objective: Students will identify the main causes and effects of the Civil War Standards of Learning (SOL): USI. 9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War

Part I: Introducing the Lesson (Anticipatory set ) Warm-ups are used as a review of previous lessons, a hook to a new lesson, or a review of a Homework Review past material. 5-minute Check (questions from previous lessons) Warm-Up: Teacher will review prior Motivating the Learner (lesson preparationknowledge with students through a discussion focus/hook) about the causes and effects of the Civil War Activities that lead directly into the new lesson (10-15 Minutes) -Whole group instruction asking the students a Part II: Teaching the Lesson question for discussion: What opposing factors Focus on a particular learning objective (SOL) the North and South lead to the Civil Enable each student to learn the concept by using abetween variety of War? strategies -Teacher record the answers on the board Use Error Analysis (predictions/cautions) -Teacher will make sure that students can Show examples that illustrate problem support their answers with facts solving/applications Teach in a cycle: assess, diagnose, plan, instruct Use whole group, clusters, manipulatives, calculators, critical thinking games, one on one tutorials, mini lessons, spiral reviews, connections (20 - 25 Minutes) -Teacher will students a graphic organizer to Part III: Evaluating the Lesson / Guided Practice record their information Transfer knowledge by carefully guiding -Students will participate in the discussion by students through the process of learning a formulating and answering questions. particular concept/skill Check for understanding and engage in error analysis for individual students Determine if students have mastered the learning objectives by providing an opportunity for students to communicate in writing, by modeling, or through verbal communication -Teacher will then give students an assignment Part IV: -Students will use a flow chart to illustrate how Applying the Lesson / Independent Practice the Civil War went escalated. Practicing skills is an important component of -Teacher will ensure that students support their effective teaching/learning answers. Teacher will ask the students to write Relevant exercises provide meaning and a brief conclusion about the impact that the purpose for the learners Civil War had on this country. Vary the assignment to accommodate learner readiness to practice the skills Always work-out the assigned exercises so that ill know the skills necessary

Part V: Extending the Lesson / Small Group/Differentiation Make important connections to prior and future learning Use Projects, Labs, Games, Technology to enhance learning (20-30 Minutes/ Variable) Part VI: Closure Review information covered in class. Inform students of upcoming assessments. Inform students of opportunities for additional assistance. (7-10 Minutes) Part VII: Re-teaching the Lesson Re-teaching is necessary for almost every lesson objective Experiment with different strategies when reteaching to facilitate different learning styles

-Students that finish the assignment early will complete a newspaper article that describes the turmoil the country was going through at the time of war. -Students that will need additional assistance will work with the teacher to complete the cause and effect and flow chart.

-Teacher will review days lesson and spiral back. -Teacher will foreshadow upcoming lessons -Teacher will assign related homework.

Done as needed.

Unit Plan

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Resources Gunter, M. A., Estes, T. H., & Schwab, J. H. (2011). Instruction: a models approach (6th ed.). Boston: Allyn and Bacon.

VDOE :: History & Social Science Standards of Learning Resources. (n.d.). VDOE :: Virginia Department of Education Home. Retrieved August 9, 2013, fromhttp://www.doe.virginia.gov/testing/sol/standards_docs/history_socialsc ience/index.shtml

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