The North and South just can’t seem to get along! Who’s responsible for this madness that is taking place? Let’s travel back in time to discover the causes of the Civil War. Students will use the Big 6 Problem-Solving Process to help them determine who “done” it? Students will create an artifact for the 5th Grade Civil War Museum.
SS5H1 The student will explain the causes, major events, and consequences of the Civil War. a. Identify Uncle Tom's Cabin and John Brown's raid on Harper's Ferry and explain how each of these events was related to the Civil War.
b. Discuss how the issues of states' rights and slavery increased tensions between the North and South.
c. Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, and Appomattox Court House.
d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas "Stonewall" Jackson.
e. Describe the effects of war on the North and South.
Student Objectives/Learning Outcomes
Students will be able to utilize the Big6 problem-solving process while researching information for causes of the Civil War.
Curriculum-Framing Questions
Essential Question
How did the Civil War impact America?
Unit Questions
How did Reconstruction affect the lives of African-American people after the Civil War?
Why did African-Americans migrate north?
How did share-cropping affect the African-Americans that remained in the South?
Content Questions
What caused the Civil War?
What were the strengths and weaknesses of the North and South?
The teacher will pre-assess the students using the KWL process using a PowerPoint presentation.
Students will research the causes of the Civil War using the Big6 Problem Solving Process. The Media Specialist will teach the students how to use and apply the Big6.
Students will work continuously on creating Civil War artifacts or scenes for the grade level’s Civil War Museum. The teacher will provide a rubric to serve as a guide for the project.
Students will maintain a daily blog journal to document each team member’s contributions to the project. The blog will be checked by the teacher at the end of each day.
Students will complete the KWL process by using the COW diagram to determine what they have learned.
The teacher will use a rubric to assess the students Civil War artifacts or scenes.
Students will complete a survey in small groups or individually using Survey Monkey.
Students will showcase their artifacts in the Civil War Museum
Assessment Summary
The teacher will use a KWL process to pre-assess the students to find out what they “Know” and what they “Want to Know.” Students will visit the Media Center to learn how to use the Big6 Process to research information for their project. Using the information that the students gather from their research, the students will work on their artifacts using the rubric to guide them. Groups will maintain a daily blog journal to document each team member’s contributions. After the project is completed, the students will share what they learned with the class through discussions about their projects in the Civil War Museum. The teacher will assess their artifacts using a rubric. Students will complete a survey in using Survey Monkey.
Unit Details
Prerequisite Skills
Students need to have basic computer knowledge in order to access the internet for their research; to create a technology-based artifact; and to complete the survey. Students should already be familiar with using various book or online reference tools (encyclopedia, atlas, i.e.) that they will need to access during their research.
Instructional Procedures
The teacher will introduce the Civil War Unit.
Pose the Essential Question: “How did the Civil War impact America?”
Begin by asking the students what they already know about the Civil War. Include students’ responses using the KWL Powerpoint. Next, ask students what they want to know about the Civil War and write down those responses.
Students will utilize their textbooks to read about the Civil War. They will write down any questions that they would like answered from their reading. If students came across any unfamiliar words during their reading, they should discuss this within their groups. Next, the students will form cooperative groups of four or less for discussion. After the cooperative groups, the students will participate in a class discussion.
Take students to the Media Center to learn about the Big 6 Problem-Solving. The Media Specialist will show the students how this process will be used to research information for their Civil War projects. After receiving instructions for the research process, the students will gather books, encyclopedias, magazines, internet articles, and other resources related to the Civil War.
Accommodations for Differentiated Instruction
Resource Student
Teacher will modify instructions for these students.
Reduce workload (students are still expected to submit work that is neat and contains correct spelling/grammar).
Teacher will provide clear-concise instructions as it relates to the assignments.
Small group or individualized instruction will be provided.
Technology will be utilized to enhance students’ knowledge and understanding.
The teacher will include these students in cooperative grouping with students on grade level as well (peer tutors).
The teacher will provide ongoing assessments/observations to “spot check” and monitor the students’ progress. The teacher will have conferences with the students to make sure they understand what is expected of them.
Divide students into two groups, North and the South. Allow students to debate from their standpoint on slavery. Students in the “South” will debate why slavery should be allowed; and students in the “North” will debate why it should not be allowed.
Nonnative English Speaker
Students make charts listing/illustrating the new weapons and other technological advances of the Civil War.
Use CDs/DVDs of the Civil War/Battles/general/Nurses and present an oral report of what took place during this time, peer tutoring (pre-arranged commitment from ESOL teacher to interpret for students) the duties of the medical units of the C.W. etc.
Make booklets with illustrations of Fort Sumter at the beginning of the war.
Invite the ESOL teacher to attend field trips.
Gifted Student
Write a sequel to the ending of the Civil War (writing skills/ grammar/ using colorful illustrations of the people, clothing, towns, landscape, churches, schools, etc.).
Create a newspaper that reports the war while in progress, illustrating action while the soldiers/general carry out their daily duties. Give it a title and be creative (compare with journalist that travel with the present war in the Middle East).
Compare the attitudes of the North/South in the Civil War with those of Great Britain and the colonies in 1775. Presentation with graphic organizers.
Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all equipment needed)
