10.+Civil+War


 * **5th Grade SS Curriculum** **4th Quarter** |||||| ** Civil War ** ||
 * **Enduring Understandings:**


 * Economic, political, and personal philosophies can lead to major conflict or civil war within a society.
 * States rights v. federal authority have been a contentious point throughout America’s History.
 * Although slavery was a significant issue that contributed to the outbreak of the Civil War, it was not the only issue.
 * War can lead to chaos and destruction in a society.
 * Political, economic, and personal relationships need to be rebuilt and time to heal after war. |||||| **Knowledge** **–** The student will be able to demonstrate knowledge of:

**Define and explain the significance of the following terms and events:** __//The following are covered in the TCI Student Text://__ Civil War, Missouri Compromise, Union, Abolitionist, Fredrick Douglass, Underground Railroad, Harriet Tubman, Fugitive Slave Law, Abraham Lincoln, secession, Confederacy, Jefferson Davis, __Uncle Tom's Cabin__, Emancipation Proclamation, Robert E. Lee, Clara Barton, Ulysses S. Grant, Appomattox Courthouse, Reconstruction, Freedman's Bureau, Sharecroppers //__The following are found on the TeachTCI website (Enrichment Resources):__// Dred Scott case, Battles of Bull Run, Gettysburg Address (image), scalawags, Andrew Johnson //__The following will require alternate sources:__// (Links provided to greatamericanhistory.net) Harper's Ferry, Merrimack & Monitor, Stonewall Jackson, John Wilkes Booth

13th Amendment, 14th Amendment, 15th Amendment, Emancipation, Total War (inferred in paragraph 9), Abolitionism ||
 * Explain the following concepts: **

(ER) Chapter 18, Econ. Handbook,"Industrialization in the North" || Chapter Assessment || Chapter 18 Activity (OCH) Lesson 41 || Chapter Assessment (OCH) Activity 41a only || Chapter 19 Simulation Activity (SCD)Track 9 || Chapter Assessment (ISN) pgs 114-115 || (OCH) Lesson 43 || Chapter Assessment (ISN) pg 116 (OCH) Activity 43 a & b || Writing Prompt || (ST) Chapter 18 || Activity 42a used with Desk maps || (ER) Chapter 19, "The Era of Reconstruction" || (ER) Chapter 19, The Age of Reconstruction, Activity 2 || (OCH) Lesson 33 || (OCH) Lesson 33a Worksheet || Discovery Education Video “Living History: Living on a Slave Plantation and/or “Dear America: The Story of Clotee, a Slave Girl”// ||  ||
 * **Essential Questions** || **Instructional Materials** || **Suggested Assessments** ||
 * - Why did regional differences in economics and cultural beliefs contribute to the Civil War? || (ST) Chapter 18
 * - Why did slavery influence politics and the division between the North and the South? || (ST) Chapter 18
 * - Why did regional tensions lead to the Civil War? || (ST) Chapter 18 || Chapter Assessment ||
 * - Why did the resources of the Union and the Confederacy differ and impact the course of the war? || (ST) Chapter 19
 * - How did political figures, events and ideas impact the outcome of the Civil War? || (ST) Chapter 19 Including "Further Reading"
 * - To what extent could the Civil War have been avoided? || (ISN) Chapter 18 Activity || Class Discussion/
 * **Skills – The student will be able to:** || **Instructional Materials** || **Suggested Assessments** ||
 * - Locate Northern (free) and Southern (slave) states on a map. || (OCH) Lesson 42
 * - Locate Northern (free) and Southern (slave) states on a map. || (OCH) Lesson 42
 * - Describe geographic features and resources of the North and the South. || //Same as above// ||  ||
 * - Compare Northern industries and agricultural product to those in the South. || (OCH) Lesson 33 || (OCH) Lesson 33a Worksheet ||
 * - Examine the ways former slaves organized into communities to improve their position in American society. || (ST) Chapter 19 “Reading Further” || (ISN) pg 160 ||
 * - Describe the impact of the 13th, 14th, and 15th Amendments. || (ST) pgs 318-320, including sidetext
 * - Identify the economic and social difference between the North and the South prior to the Civil War. || (ST) Chapter 18
 * - Describe the plantation system and its impact on slavery. || //George Washington University: The Cultural Life of the Plantation
 * - Explain the contradiction between the Constitution and the rights of humans in the United States. || (TeachTCI) ER Chapter 19 "The Era of Reconstruction" || (TeachTC) ER Chapter 19, "The Era of Reconstruction," Activity #3 ||

(ER) Chapter 18, Econ. Handbook,"Industrialization in the North" (OCH) Lessons 33, 41 and 42 //George Washington University: The Cultural Life of the Plantation Discovery Education Video “Living History: Living on a Slave Plantation and/or “Dear America: The Story of Clotee, a Slave Girl”// || Chapter 19 Simulation Activity (SCD)Track 9 (OCH) Lesson 43 || (TeachTCI) ER Chapter 19 "The Era of Reconstruction" (ST) pgs 318-320, including sidetext ||
 * ~ **Suggested Pacing Guide for Civil War Unit (5 Weeks)** ||
 * __Week of Instruction__ || __Instructional Materials__ ||
 * Weeks 1 & 2 || (ST) Chapter 18, Chapter 18 Activity
 * Weeks 3 & 4 || (ST) Chapter 19
 * Week 5 || (ST) Chapter 19 "Further Reading"

The lessons outlined above in support of fourth quarter 5th grade are estimated to require two to three 45 minute sessions per week on average. Should your school require a different schedule, below you will find suggestions.
 * **Differentiation in Support of Varying Schedules**:

If your schedule allows just one 45-60 minute session per week, the absolute minimum core of lessons are as follows: ST Chapter 18/Chapter 18 Assessment Teach OCH Lessons 33, 41, and 42/Activities 33a, 41a, 42a as assessments ST Chapter 19/Chapter 19 Simulation Activity (ISN pgs 114-115 as assessment)/Chapter 19 Assessment OCH Lesson 43/Activity 43 a&b Please note that teaching these core lessons will provide you with 7 opportunities for assessment and will cover **most** of the Essential Questions and Skills for this unit. Follow the Pacing Guide to cover all of the Essential Questions and Skills.
 * Short on Time?**:

The following activities are suggested enrichment and/or In-Depth explorations as time schedule permits: **
 * Opportunities for In-Depth Explorations:

> > > http://www.greatamericanhistory.net/gr02006.htm Provides a comprehensive outline of Civil War with many useful links. http://www.smplanet.com/civilwar/civilwar.html Provides links to trade books, enrichment, songs, a timeline and much more. http://www.carolhurst.com/subjects/ushistory/civilwar.html Provides annotated Civil War Children's Literature. http://www.gwu.edu/~folklife/bighouse/intro.html Provides a comprehensive look at plantation life. Mariner.org has a nice section on the USS Merrimack and CSS Virgina (Monitor)
 * Underground Railroad Exploration, OCH Lesson 42, Activity 42 b,c,d. This activity should take one or two 30-minute sessions. It is recommended to supplement Chapter 18.
 * Civil War Simulation, Hands-on History AHA pgs 101-128. This activity should take two 50-minute sessions. It is recommended that this simulation be conducted at the end of week 2 of this unit, after completing Chapter 18 and before starting Chapter 19.
 * Transcontinental Railroad Exploration, OCH Lesson 44, Activity 44 a,b,c,d. This activity should take one or two 45-minute sessions. It is recommended as an extension after completing Chapter 19.
 * Create a timeline from the Missouri Compromise of 1820 to the election of Abraham Lincoln in 1860 and identify the issues that divided the North and South. Explain how these differences contributed to the causes of war.
 * Draw upon stories and historical accounts of leaders in the Civil War. These can include, but are not limited to: Ulysses S. Grant, Robert E. Lee, Frederick Douglass, and Jefferson Davis.
 * Explain how resources of the Union and the Confederacy affected the course and outcome of the war.
 * Evaluate how citizenship changed over time from the origin of the Constitution to the 14th Amendment.
 * Applies specific terminology such as: economic choices, institutional decisions, cost, benefit, resources, production, distribution, goods and services, supply and demand, market system, profit, and commerce (e.g., Mini Society, Junior Achievement, classroom business). ||
 * **Additional Fantastic Web Resources:**

Beatty, Patricia. __Charlie Skedaddle.__ Lewis, J. Patrick, __The Brother’s War: Civil War Voices in Verse. Writings from the Civil War__. Lilly, Charles. __Escape from Slavery.__ True accounts of escaped slaves. Fletcher, Susan. Dadblamed Union Army Cow. Burleigh, Robert. __Abraham Lincoln Comes Home__. Illustrations from the funeral train. Paulsen, Gary. __Soldier’s Heart.__ Polacco, Patricia. __Pink and Say__. Fleischman, Paul. __Bull Run__. Alternates between Union and Confederate voices. Denenberg, Barry. __Dear America: When Will This Cruel War Be Over?: The Civil War Diary of Emma Simpson, Gordonsville, Virginia, 1864__ Murphy, Jim. __My Name is America: The Journal of Edmond Pease: A Civil War Union Soldier, Virginia, 1863__ Beatty, Patricia. __Who Comes With Cannons__. Erdosh, George. __Food and Recipes of the Civil War.  __ __Abe’s Honest Words:  The Life of Abraham Lincoln__//,//  Illustrated by Kadir Nelson; Hyperion Books, 2008. Rappaport’s words, combined with Lincoln’s quotes, illuminate the life and struggles of this great American president. __Freedom Ship__//,//  Illustrated by Curtis James; Hyperion Books, 2005. On May 13, 1862 Robert Smalls and the nine member slave crew of the Planter, a Confederate steamer anchored in Charleston’s harbor, hijacked the ship and delivered it, its cannons and ammunitions to the Union Army. __Freedom River__, Illustrated Bryan Collier; Hyperion Books, 2000. John Parker, a slave who bought his freedom, risked his life time and time again to bring enslaved African-Americans across the Ohio River to freedom. http://www.doreenrappaport.com/gallery.html Book excerpts and learning guides available ||
 * Trade Books:**
 * Picture Books by Doreen Rappaport:**