3 Vocabulary Word Strategies

Text/Content Concept
Causes of the Civil War- The student will understand the four basic causes that led to the civil
was in 1861. The causes are Sectionalism, Economics, Slavery, and States i!hts
3 Vocabulary Words + Word Knowledge Related to the Words
Word Word Knowledge
1. "nde#endence $ne #erson or !rou# wants to be by themselves. The student needs to
understand when someone wants to be by themselves, they want to
stand alone. This leads to the #erson or !rou# of #eo#le ma%in! rules
and decisions alone. "nde#endence can be used as re#lacement
vocabulary term to secede.
&. 'isa!reement When two or more #eo#le don(t a!ree on a s#ecific cause or sub)ect.
The students need to understand that if #eo#le aren(t a!reein! on an
issue then one #erson feels that they are ri!ht and the other is not
*vise-versa+
,. $wnershi# The students need to understand that to own somethin! is to have
somethin! that belon!s to them only.
Visuals
Disagreeent
!R"# htt#-..crownhei!hts.info.assets.media.featured.&/11/6&0-dissa!reement.)#!
$ndependence
!R"# htt#-..iscsearch.com.
$wnershi#
12- htt#-..thumbs.dreamstime.com.thumblar!e3608.1,&1445&166e7896.)#!
3 Teaching Strategies /%cti&ities
'( $ndependence
This #icture will involve the student(s critical thin%in! s%ills.
1. " will show the students the #icture of the four #eo#le holdin! a #u99le #iece
&. " will tell the students to discuss in a !rou# what they see, and what they thin% the #icture
means.
,. " will then as% the students to raise their hand and as% what each #erson is holdin! *they
should answer a pu))le piece+. "(ll as% them how you #lay with #u99le #ieces *the
answers may vary+. Some students may say- you ha&e to put the together:.
0. 7s% the students are the #icture shows the #u99le bein! #ut to!ether. The students should
answer ;no:.
5. " will then as% are the #eo#le to!ether or are they wal%in! by themselves. The students
should answer ;by thesel&es*.
6. " will tie the #icture bac% to!ether and as% the students ;if the #u99le #ieces are not #ut
to!ether and the #eo#le are wal%in! by themselves what does that re#resent<: The
student should say southern independence from the north,
4. " will then relate this conce#t to a cause for states( ri!hts.
8. " will as% the students to write above each #erson a state that left the 1nited States, and in
there !rou#s list reasons why each state wanted to be inde#endent.
NOTE- de#endin! on how well the students !ras# this conce#t, " will introduce them the
vocabulary term secede(
+( Disagreeent
TSW wor% in !rou#s will be assi!ned a list of 1/ causes. 1sin! the ;thumbs u#.thumbs down:
#icture, the students will discuss whether the north or the south a!reed with each s#ecific cause.
The students need to %now that the thumb u# re#resents a !ood thin!. =y sayin! this, the
students should connect a ;!ood thin!: with someone that has agreed( The student also needs to
understand that the thumb down re#resents a ;bad thin!: which means they disagree(
E>am#le-
Cause- Sla&ery
,orth- Thumbs down
South- Thumbs u#
=y doin! this activity, the students will have a clear understandin! of the s#ecific a!reements
and disa!reements between the ?orth and the South.
3( -wnership
@ave the student(s loo% at the #a#er with a variety of #ictures on it and circle everythin! that
belon!s to them, and then write out ne>t to each item how they would feel of it was ta%en away
from them.
" will e>#lain to the students that this is how slaves felt when their family and belon!in!s were
stri##ed away from them, and they were sold into slavery, 7s a result, these #eo#le would never
see anythin! they owned ever a!ain. 7lso, they wouldn(t have ownershi# of their own lives for
years because they were owned by slave masters.