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Soon Duck Huh
Title: The Civil War
Grade Level: Grade 5
Length: 1 hour and 30 minutes
Performance Expectations:
The student will:
state the differences that led the North and the South engage
in
a Civil War.
explain and clarify the concept of secession.
assess the strengths and weaknesses of the Union and the
Confederacy in waging war.
Skills:
Interpret a chart listing events that led to the Civil War.
Attitudes:
Notice in the chart that South Carolina left the Union about one
month after Lincoln was elected.
Materials:
Maps which located the states that joined the Confederacy after
January 1861.
Charts, newpaper, photographs of each side soldiers
Procedures:
Introduction:
Point out the lesson title.
Have students recall the ways in which the North and the South
differed 1in economy and lifestyle.
Have students read the thinking focus and predict how prepared
each side might be for the war.
Have them read the lesson to confirm or reject their predictions.
Development:
Direction 1
Point out to students that this lesson portrays the advantages
of
both the North and the South at the outset of the Civil War.
Direction 2
Copy on the board the structure and top and side headings of the
Graphic Overview each side.
Direction 3
Have students copy the chart in their notes and complete it as
they read the lesson.
Direction 4
Divide the class into small groups to discuss the ways in which
American life might be different if the Civil War had never been
fought and the country had remained divided into two separate
nations.
Direction 5
Have each group focus on a different category, such as the
economy, international relations, human rights, labor, government,
or culture. One person from each group should take notes on the
discussion and report the group's ideas to the class.
Every students from the other groups to ask questions after each
group's presentation.
Closure:
Ask students what are the implications of secession for the 11
Southern states and their citizens.
The way we label events reflects how we view them.
Have students name the similarities in the political positions
of
Lincoln and Lee as they entered the conflict between the North
and the South.
Assessment:
Have students look at the map to find the geographical location
of
the states that joined the Confederacy after January 1861.
How might this location have affected the timing of their secession?
On a separate sheet of paper, make two tables modeled on the ones
shown below. Complete the tables by filling in the advantages
and
disadvantages that the North and South faced in waging against
each
other.
South + Advantages + Disadvantages
-----------+------------+----------------
Economic + +
-----------+------------+----------------
Geographic + +
-----------+------------+----------------
Military + +
-----------+------------+----------------
North + Advantages + Disadvantages
-----------+------------+----------------
Economic + +
-----------+------------+----------------
Geographic + +
-----------+------------+----------------
Military + +
-----------+------------+----------------
Adaptations/Extensions:
Have students find pictures and information about the Confederate
flag and the Union flag (1861).
Tell them to draw both flags, color them appropriately, and tell
what
their designs represent.
Have students research and write a three-page report on one of
the
following historical figures- Abraham Lincoln, General Robert
E. Lee,
Jefferson Davis, General Ulysses S. Grant, General George McClellan.
References:
Armento, B.J. & Nash, G.B. & Salter, C.L. & Wixson,
K.K. A More
Perfect Union ------
------------- Teacher's Edition, Boston, Houghton Miffin Company.
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