Eelm 505 Moran Jessica Social Studies Unit

Design Topic The Civil War Subject(s) History & Social Science Grade(s) 6th Designer(s) Moran, Jessica
Understanding by Design
Unit Cover Page
Unit Title: The Great Divide: Why Did They Fight? Grade Levels: 6th
Topic/Subject Areas: History and Social Science
Key Words: Civil War, secession, slavery, north, south, union, confederacy, states
rights, federal government,
Designed by: Jessica A. Moran Time Frame: 1 week
School District: Regent University School: Teacher Ed & IDS Dept.
Within this unit of History and Social Science, students will learn about the causes,
major events, and effects of the Civil War (VDOE, 2008). Lessons will detail the cultural,
economic, and constitutional issues that divided the United States. Students will address the
major issue of slavery, and how it contributed in each of the above areas. In their study of the
North-South differences, students will study the differing perspectives of slaves, soldiers, and
family members through the use of both fiction and nonfiction sources, including primary
sources. As a result, they will be able to articulate verbally and in written form connections
between the past and present-day, sequence events leading to the Civil War, and interpret
ideas and events from different historical perspectives (VDOE, 2008).
As evidence of their learning, students will develop a project(s) of their choosing
using a choices board called Civil War Vittles. They will also complete a multiple choice
quiz using test questions from the 2014 SOL. At the unitys conclusion, students will have
reflected thoroughly on the impacts of the build up to the war both in the era, and upon society
today.
Unit design status: X Completed template pages stages 1, 2, 3

Completed blueprint for each performance task X Completed rubrics
Directions to students and teacher Materials and resources listed
x Suggested accommodations x Suggested extensions
Status: Initial draft (date: ___________) Revised draft (date: ____________)
Peer Reviewed Content Reviewed Field Tested Validated Anchored
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1

STAGE 1 DESIRED RESULTS
Unit Title: The Civil War: A War in Your Backyard
Established Goals:
Standards US1.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship,
including:
a) identify and interpret primary and secondary source documents to increase understanding of events and life in
United States history;
b) make connections between the past and the present;
c) sequence events in United States history from pre-Columbian times to 1865;
d) interpret ideas and events from different historical perspectives;
e) evaluate and discuss ideas orally and in writing;
i) identify the costs and benefits of specific choices made, including the consequences, both intended and
unintended, of the decisions and how people and nations responded to positive and negative incentives.
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.
Understandings: Students will understand that Essential Questions:
Slavery is a main cause of the Civil War. How did slavery divide the nation?
The North and South were divided over many other factors Why did cultural issues, such as living in a city or on a
which led to the Civil War. farm, divide the nation?
Cultural differences, like living in the city or the country, Why did economic issues, such as tariffs and foreign trade
may cause different opinions on major social or political divide the nation?
issues. How did state rights and the central government impact
Economic differences, such as living in an industrial area the war?
versus farmland, may cause different opinions on how goods How did the Civil War change history and America as we
should be taxed and traded. know it?
The North and South were divided over states rights
versus a strong central government.
Events during and after the Civil War influenced life in the
United States today.
It is important to remember the many perspectives present
during the Civil War other than someone from the North or
South: a slave, a freed slave, an abolitionist, a woman, a
parent of a soldier, and more.
The United States governments involvement is still
debated: should there more rights given to states, or more to
a strong central government?
Students will know: Students will be able to:
Cultural, economic, and constitutional differences between Identify the main causes of the Civil War.
the North and South eventually resulted in the Civil War. Recognize slaverys impact on life before and during the
Slavery was a major issue that divided the North and Civil War.
South, and led to the Civil War. Compare and contrast cultural, economic, and
The North was mainly an urban society where people lived constitutional differences between the North and South.
and worked in cities. It manufactured a lot of goods, so its Arrange events in United States history leading to and
residents wanted tariffs to protect factory owners and during the Civil War.
workers from foreign competition. Make and build on connections between past and present
The South was primarily an agricultural society where events related to the Civil War.
people lived and worked on small farms and plantations. Its Interpret these ideas and events from different historical
residents did not want tariffs because they would increase perspectives.
the prices of goods. They were afraid this may stop Great
Britain from buying the Souths cotton.
These differences made agreement on political, social, and
economic issues extremely difficult.
The North and South were also divided over states rights
versus a strong central government.

STAGE 2 ASSESSMENT EVIDENCE
Performance Tasks: Other Evidence:
Interactive Notebooks (Rutherford, 2015, pp. 228-229; Frame of Reference: (Pre-Assessment) Students will
Social Studies Alive, 2010, pp. 126-133) Students will identify prior knowledge and misconceptions about the Civil
compile a series of evidence of learning, including graphic War.
organizers, timelines, diary entries, and stories.
North vs. South Graphic Organizer: Students will be given
Civil War Vittles: Students will choose 1-3 projects from a a table for each region and will paste it in their Interactive
menu which will be presented or displayed during the final Notebooks (teacher developed). They will add to it daily.
lesson.
Sensory Figure: Students will create a figure for Pink
Civil War Diary: In groups, students will create a diary based on the fiction book Pink and Say by Patricia Polacco.
based on a role from the Civil War. Each student will have
their own role to play in its creation (Director, Writer, Actor, Mind Map: Students will develop a map about slavery and
etc.). the Civil War (teacher developed).
Human Timeline: Students will create a timeline based on Anticipation/Reaction Guide: This will assess student
the chronological events of slavery. knowledge about the constitutional differences between the
North and South (teacher developed).
Civic Letters: Students will write a letter to the local

government from either a Northern or Southern perspective.
Multiple Choice Quiz: Students will complete a quiz based

on previous SOL questions.
Student Self-Assessment and Reflection
Interactive Notebooks: Students will compose reflection pieces and answer questions related to their connections to the
Civil War.
Tweet for the GIST: In 20 words or less, have students write a summary of what we have discussed so far. The summary
must include some or all of the Who, What, Where, When, and Why elements.
Abes Thinking Hat: Students will anonymously place questions or opinions about the Civil War in Abes Hat. The teacher
will compile the questions on Padlet, where both they and students can respond electronically (teacher developed).
Exit Ticket: Students will reflect on the events and learning of the week, and indicate their understanding and remaining
areas of confusion to the teacher.
Stick it to the Brain: Students will write something that has stuck with them and put it on the designated display area that
has a giant brain on it (teacher developed).
Stoplight (Love, Teach, Inspire, 2012): Students will have three pieces of colored cardstock (green, yellow, and red) on
their desk; each is folded in half so that it stands independently. I will ask the students to Check Traffic to give me the
signal: green = got it, yellow = almost there, and red = Im stuck.
STAGE 3 LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same information)
1. Hook students in role by greeting them as Abraham Lincoln. Use the quote Be sure you put your feet in the right place,
then stand firm to inspire thinking about the Civil War.
2. Introduce the Essential Questions, key vocabulary, and culminating unit performance task (Civil War Vittles) (Wiggins &
McTighe, 2005, p.331).
3. Note: Fundamental vocabulary terms are made known as various learning activities and performance tasks call for
them. Students will read and discuss relevant sections from fiction and narrative nonfiction texts and consult maps to
support learning activities and tasks. As an ongoing activity, students keep an Interactive Notebook and use other self-
assessment strategies to encourage constant personal and academic reflection (Wiggins & McTighe, 2005, p.331;
Rutherford, 2015, p. 226).
4. Use the Frame of Reference graphic organizer as a pre-assessment for general Civil War knowledge (Rutherford,
2015, p.91).
5. Give students the North vs. South Graphic Organizer to place into their Interactive Notebooks. This will be added to
throughout the week as new knowledge is gained.
6. Various maps and primary sources will be used throughout the unit to depict differences between the North and South.
7. Use discussion strategies as checks for understanding and formative assessments.
8. Read-aloud: Pink and Say by Patricia Polacco. Create a sensory figure for Pink as a class, and then for either Say or
Moe Moe Bay for independent work.
9. Students will summarize what they have learned so far with Tweet the Gist (Thone, 2016).
10. Teacher will use Abes Thinking Hat in conjunction with Padlet throughout the unit to answer student questions and
respond to opinions.
11. Students will be given the Civil War Vittles board to select their final product for assessment.
12. A gallery walk will be created containing primary resources about slaverys history.
13. As a class, the students and teacher will develop a Mind Map for slavery and the Civil War.
14. Teacher will create timeline cards for students for them to create a Slavery Interactive Timeline. As an assessment
afterward, students will create a Human Timeline from memory using cards without dates.
15. As a pre-assessment, students will be given Civil War Bags containing items themed to the North or South related to
cultural and economic differences.
16. Students will read Growing Apart: The North and South (Milliken Publishing, 2003) as a class. Afterward, they will
create A House Divided anchor chart in their Interactive Notebooks (Mohamed, 2010).
17. The students will create a Civil War Diary in groups with literature-circle roles. Their writing will be collected, and an
Actor in the group will read the entry as a formative assessment.
18. Teacher will pre-assess knowledge about constitutional differences between the North and South using the
Anticipation/Reaction Guide.
19. Students will compile the Civil War Trusts Disunion Cards, helping them to label the legal events leading to the Civil
War. As a class, they will complete the Pre-1861 Disunion Worksheet (2016).
20. Students will write Civic Letters as a member of the North or South to their local government defending their position.
21. Hook students in role by greeting them as Frederick Douglass with the quote Without a struggle, there can be no
progress. Encourage them to connect these words to the Civil War and today.
22. The Civil War Vittles projects will be presented as a performance assessment.
23. A multiple choice quiz will be given as a summative assessment using 2014 SOL questions (VDOE, 2008).

Stage 3 Plan Learning Experiences and Instruction
Consider the WHERETO elements. You must include enough instruction for 5 lessons.
Monday Tuesday Wednesday Thursday Friday
1 2 3 4 5
1. Hook students in 5. A gallery walk will 8. Students will be 11. Pre-assess knowledge 14. Hook students in role
role by greeting them be created containing given Civil War Bags about constitutional by greeting them as
as Abraham Lincoln. primary resources containing items differences between the Frederick Douglass.
2. Introduce essential about slaverys themed to the North or North and South using the 15. Presentation/Display of
questions and key history. South related to Anticipation/Reaction Civil War Vittles project.
vocabulary. 6. Students and cultural and economic Guide. 16. Multiple-choice quiz.
3.Read-aloud: Pink teacher will develop a differences. 12. Students will compile
and Say by Patricia Mind Map for slavery 9. Read Growing the Civil War Trusts
Polacco. and the Civil War. Apart: The North and Disunion Cards. As a class,
4. Give Civil War 7. Students will create South as a class and they will complete the Pre-
Vittles board to select a Slavery Interactive create anchor chart. 1861 Disunion Worksheet
their final product for Timeline and a 10. Students will create (2016).
assessment. Human Timeline a Civil War Diary entry 13. Students will write
using cards without in groups. Civic Letters as a member
dates. of the North or South to
their local government
defending their position.

Teacher Education Lesson Plan Template
Teacher: Mrs. Moran Date: Day 1
Title of Lesson: The Great Divide: Why Did Grade: 6th

They Fight? - Introduction
Core Components
Subject, Content Area, or Topic
History & Social Science
Virginia Essential Knowledge and Skills (SOL)
USI.9- The student will demonstrate knowledge of the causes, major events, and effects of the
Civil War by:
Lesson objectives
Identify the causes of the Civil War: slavery, cultural, economic, and constitutional.
Interpret ideas and events of the Civil War from different historical perspectives.
Materials/Resources
Abraham Lincoln role play tall hat is essential; you may also wear a fake beard, black jacket,
bow tie can be as creative as you like
Interactive Journal, Frame of Reference template, large post-it or poster board, markers, Pink and
Say by Patricia Polacco, Tweet the GIST template, and Civil War Vittles chart.
Primary Sources: map of current US and Civil War Era US, photo of slave and freed slave;
painting of North and South.
Safety (if applicable)
As a general note, it may be a good idea to remind students of the sensitive nature of topics
surrounding the Civil War in conjunction with the events of today. Go over kind and respectful
language, and how to best express themselves and appreciate the opinions of others.
Process Components
*Anticipatory Set
Greet students in role as Abraham Lincoln- As they come in, tip your hat and shake their hands
heartily with eye contact. Say Be sure you put your feet in the right place, then stand firm
(Christian Science Monitor, 2012).
Interactive Journal:
Record the quote by Abraham Lincoln. Ask students to write 3-5 sentences about how it made
them feel, and why they think it could describe the Civil War.
*State the Objectives (grade-level terms). The student should be able to say:
I candefine the issues that divided the North and South.
I canidentify why these issues led to the Civil War.
I caninterpret the ideas and events of the Civil War from different perspectives.
*Instructional Input or Procedure

Frame of Reference (F.o.R.) (Rutherford, 2015, p.91): Students will complete this as a table
activity. This will serve as a pre-assessment.
Place the words Civil War in the center of the frame; the area surrounding the words is the
mat.
In the mat area, students should write words or phrases that come to mind when they hear or
see the phrase Civil War.
In the frame area, students should write down how they know these things (e.g. people, events,
or other sources).
Take each groups F.o.R. and tape it to the wall. Ask students to walk by the sheets, look for
repeated words or ideas, and circle them. Elect a student to write them down and create a class
word cloud. Have the class copy the word cloud into their Interactive Notebook as a Before
page that they can refer to at the end of the unit and compare what vocabulary they knew at the
beginning and the end of the week.
*Modeling
On the board, project or write the words A Divided Nation. Show students a map of the United
States as it is now, and then as it was during the Civil War (Annenberg Learner also has a great
map of the Free/Slave states before the Civil War. Allow students to respond to the differences.
Next, show an image of slaves in Virginia (McDonald, 2006, p. 23) and freed slaves in the North,
such as Charles Douglass (Americas Story, 2016). Douglass was the son of Frederick, and fought
in the Civil War as a Union Soldier. Again, briefly allow students to respond. Finally, show a
painting of the urban North, such as Valentines The Five Points of 1859 (Valentine, 1860) and the
rural South, such as The Big B Cotton Plantation (Currier & Ives, 1884); have students compare
and contrast.
Interactive Notebook- North vs. South Graphic Organizer: Have two copies of this table available
for students to paste into their Notebooks (one for the North and another for the South). Begin
filling it in as a whole group as the students discuss the above. This should continue throughout
the week, preferably as a closure activity.
Slavery Cultural
Economical Constitutional
Optional: If time, show the What Caused the Civil War video by the Virginia Historical Society
(3:45).
*Check for Understanding
60-60, 30-30 Discussion Strategy (Joan, 2012): Using a shoulder partner, students pair up into
Partner 1 and Partner 2. Partner 1 starts by talking about the causes of the Civil war for 60
seconds. Partner 2 does the same, trying to not repeat anything said by Partner 1. No interruptions
or questions are allowed. They spend the second round of 30 seconds responding to their partner,
whether in asking questions or simply adding to the conversation.
*Guided Practice
Talk to students about how the causes of the Civil War impacted many lives, not just a soldiers.
Use the book Pink and Say to illustrate this.

Read-Aloud of Pink and Say (Polacco, 1994): This book illustrates the conflict from a Northern
perspective, however it uniquely addresses a friendship between a white Union soldier and an
African American soldier. Note: There is a disturbing scene with the killing of Pinks mother, Moe
Moe Bay. Please prepare your more sensitive students.
Sensory Figure: As a class, create a sensory figure for the character of Pink (Social Studies
Alive, 2010, p. 79, 82). Ask students to think Pinks background including his social and economic
status, his personality, and how the Civil War is affecting his life.
*Independent Practice
Sensory Figure: Students will independently create a sensory figure for the character of Say or
Moe Moe Bay (Social Studies Alive, 2010, p. 79, 82).
Assessment (formal or informal)
Tweet the GIST: In 20 words or less, have students write a summary of what we have discussed
so far regarding the causes of Civil War. The summary must include some or all of the Who, What,
Where, When, and Why elements.
See Twitter Graphic Organizer for suggested format. I would separate the lines for the 20
spaces (Thone, 2016).
Due on Day 5: Civil War Vittles (based on the Social Studies Menu by Slemp, 2013): Tell
students that vittles was an on old-fashioned term used to describe food or provisions; this will be
like a menu they can choose from. Students will have 9 projects to choose from to turn in for
Fridays lesson. They have freedom of choice, but the total must come to 30 points. Students may
elect to display their work in the developing Civil War Gallery (an area of the room where the
teacher has displayed Civil War era artwork or photographs), or present to the class. See below for
example choice board. They will be given a rubric in order to be aware of my expectations.
*Closure
Abes Thinking Hat: Make this available for the duration of the Civil War unit. Students may
anonymously put in any question or opinion they have about the Civil War. The teacher can then
compile the questions into Padlet, an online interface where students can answer or respond to
each other electronically, and the teacher may also participate.
*Denotes Madeline Hunter lesson plan elements
Civil War Vittles

Choose any victual that you would like! Please choose activities that will give a total of 20
points. You must have 20 points to receive full credit. You may do more if you wish I am
excited that you are, too - but you will not receive extra credit.
Brochure Timeline Create

Create a brochure that describes Create and illustrate a timeline Write an original monologue
the cultural and economic of events leading up to and to perform, a poem, or song
differences between the North starting the Civil War. You about the issues that divided the
and the South. Think about the need to include at least 8 events North and the South.
homes they lived in, the land with descriptions and pictures. Design a freedom quilt.
they lived on, what they used to
make a profit, and how they
made it.
10 points 10 points 15 points

Postcards/Letters Judge Teach
Create a set of postcards or Use a Box and T-Chart to Choose a topic that interests or
letters exchanged by two people explore similarities and excites you from this unit.
at the beginning of the Civil differences between the North Create a lesson plan for
War. Both people do not need and the Souths views on states teaching this to new 5th graders.
to be on the same side, the rights versus a strong central Design one foldable or
same gender, or the same government. Which group worksheet and choose one
background. Include at least 2 would you side with and why? book to go with your lesson.
exchanges (4 letters in total). The lesson only needs to be 5
You have the freedom to add minutes long.
creative elements like pictures
or drawings.

Compare and Contrast Interview Sensory Figure
Compare and contrast todays Choose one person, fiction or Choose a fiction or nonfiction
civil rights issues with the Civil nonfiction, from the Civil War historical figure that you have
Wars. Include important whom youd like to interview. learned about during this unit. It
historical events, daily life, and Create a set of 6 meaningful should be detailed. Feel free to
quotes. questions you would want to ask be creative with the characters
this person. What would you dress style. See Mrs. Moran for
want to tell him/her about your a template and questions.
time period?


They Fight? - Slavery
Core Components
History and Social Science
Civil War by:
Lesson objectives
Identify slavery as the main cause of the Civil War.
Materials/Resources
YouTube
Primary Sources: 6 paintings, photographs, newspaper articles, or a combination of the three
related to slavery in American History, and collection of nonfiction books for each table.
Post-it Notes, Film Response Graphic Organizer, Snowball Discussion template, Interactive
Notebooks, Timeline Cards, Exit Sleeps
Abes hat
Process Components
*Anticipatory Set
As students enter: Teacher can have the song Wade in the Water playing
(https://youtu.be/RRpzEnq14Hs). It was an escape song sung by slaves during the Civil War. Have
the lyrics ready to project.
Gallery Walk: Have at least 6 primary sources* (paintings, photographs, or newspaper articles)
placed around the room. They should depict multiple periods of slavery in American history,
including the Civil War eras slaves in the South and freed African Americans in the North.
Optional: Ask the students to write down 2-3 sentences for each image in their Interactive
Notebooks.
What is going on? Describe what you see.
How do you feel when you look at these images?
*Scholastic has a great website with primary source documents.

http://teacher.scholastic.com/activities/bhistory/underground_railroad/primary_sources.htm
I canidentify slavery as a main cause of the Civil War.
I candistinguish between slavery in the South and the freed slave in the North.
I cancreate a timeline about slaverys history leading to the Civil War.
I canmake connections between these events or issues and the build up to the Civil War.
Mind Map: Before class prepare a slide or document resembling the one below. Have students
relay their prior knowledge and thoughts from the gallery walk. As a class, develop a Mind Map for
slavery.
Why did it How did it lead to

exist? the Civil War?
Slavery and the

Civil War Where was it
Who did it supported?
impact? Where were
others against it?
*Modeling
Videos: Explain to students that what they have witnessed and discussed are a major source of
the conflicts between the North and the South the free African American, and the enslaved.
Show a couple of videos that reinforce these concepts:
America, the Story of Us: Frederick Douglass: https://youtu.be/7j0jvj4e4XU (2:35) This video
tells the story of Frederick Douglass escape to the North. He can be seen carrying books and
sticking out compared to the other slaves.
Interactive Journal: Pause to ask students to write down a couple of sentences/key words
or draw in reaction to what they saw. They should also record questions they have.
Scholastic: The Underground Railroad escape from slavery On the Plantation: This
interactive story tells the story of Walter, a slave in Virginia. It has a read-aloud option. Walter tells
of his work in the tobacco fields, his living conditions, how he was sold and taken from his mother
as an infant. Note: Scholastic provides the text for On the Plantation here.
Interactive Journal: Pause to ask students to write down a couple of sentences/key words
or draw in reaction to what they saw. They should also record questions they have.
Stick it to the Brain: Ask each student to take a post-it note from their supplies box. (As a future
teacher I plan to provide these, if possible.) Tell them to write their name and something that has
stuck with them something they are really thinking about - and put it on the designated display
area that has a giant brain on it.
*Guided Practice
Students will begin piecing together the life of the slave and the sequence of events that led to the
Civil War.
Scholastic Slideshow: The Underground Railroad, escape from slavery On the Plantation : this
presentation starts from the beginning, even pointing out the Declaration of Independences
famous words, all men are created equal when there were about half a million enslaved
African Americans in the colonies.
Interactive Notebook:
Students will create an interactive timeline of slavery leading up to the Civil War. The teacher will
create cards for them to cut out and order with events that include but are not limited to: The
Transatlantic Slave Trade (Spanish and Portuguese), the capturing of African slaves by their own
people in exchange for weapons, the difficult journeys on boats, development of racist ideology in
America, Westward Expansion, the election of Abraham Lincoln in 1860, secession, abolition in
the North, and the development of the Confederacy.

Students should leave space for reflection or illustration underneath each card. Note:
National Geographic has a time line ending with the Civil War that would be helpful.
Human Timeline: Ask students to close their notebooks. Give each table one or two cards with
one of the events used in the Interactive Timeline the cards need to be without dates. The
students will line themselves up chronologically, and elect a spokesperson to read the card aloud.
Optional: provide costume pieces or props for students.
Snowball Discussion (Gonzales, 2015): This is a strategy to use after the students gallery walk,
understanding of slavery in historical context and its contribution to the Civil War, and general
discussion. Students start in pairs, sharing what they felt and discovered. After this has been done,
they join another pair to create a group of four. The pairs share with each other. The groups of four
then join another group to become a group of eight, and this continues until the whole class is
joined up in one large discussion.
Ask students to consider: Why do the abolitionists in the North want to ban slavery? Why do the
plantation owners in the South want to keep slavery? Why do certain people or countries insist that
slavery is okay?
Optional: Stir the Class (Rutherford, 2015 p. 106): Give each student a data collection sheet with
the title Slavery and the Civil War. It can have 10-20 lines, or students may number their own
sheets on loose leaf paper. Have space on the back for students to write at least 5 new ideas they
will obtain from other students. Ask each student to write at least 2, no more than 4:
reasons slavery existed (can include events)
reasons slavery was a cause of the Civil War
reasons why slavery was wrong
African American historical figures or events they were a part of that they want to learn more
about
The student should try to have an original point in each set. Signal the students to move around
the room and collect or give an idea to at least 5 students. When you feel enough time has
passed, students return to their seats to compare lists, prioritize, categorize, and talk about their
discoveries.
*Closure
Interactive Notebook: Ask students to add any new knowledge to their Civil War Tables.
Exit Slip (Stidham, 2012): The slip should have a space for 2 new facts learned, one fact they
knew already, and for questions they may still have.
Abes Thinking Hat
*Denotes Madeline Hunter lesson plan elements.


They Fight? Cultural and Economic
Reasons
Core Components
Civil War by:
Lesson objectives
Identify the cultural and economic differences which divided the North and South.
Materials/Resources
Civil War Mystery Bags: materials related to the North and the South, corresponding graphic
organizer for them to record the differences, connections, and predictions.
Interactive Notebook (optional: Disunion Handout), interactive maps, stoplight cards, Growing
Apart: The North and the South reading, writing and drawing paper/utensils,
Abes hat
Process Components
*Anticipatory Set
Civil War Mystery Bag: Each table will be given a brown paper bag containing 3-5 items themed
to either the North or South.
North: piece of coal, cityscape cutout, toy train or train track, piece of chalk, cutout of small bag
with tariff written on it. You can also include pictures of historical figures, such as Abraham
Lincoln or Frederick Douglass.
South: cotton ball, toy tractor, plastic bag with soil, picture of a tobacco leaf, toy boat. You can
also include pictures of historical figures such as Jefferson Davis or Harriet Tubman.
Students will be asked to consider: (they can record these thoughts in their Interactive
Notebooks.)
Which region is it?
How did you make this connection?
Why are these artifacts important to this regions identity?
Why do you think these artifacts helped cause the Civil War?

I candescribe the cultural issues that divided the North and South.
I candescribe the economic issues that divided the North and South.
I canmake connections between these issues and the build up to the Civil War.

Sharing of Civil War Bags/Connections Chart: After each table has a chance to examine the bags
and discuss the differences, they will partner with someone from the opposite region to talk about
their findings, connections, and predictions. Afterward, have each table elect a volunteer to share
a connection they made from an object in the bag to its corresponding region and/or contribution to
the Civil War. As the students share, write down the connections to create a class anchor chart.
If extra time: Video: Civil War Culture America Divided (4:00):
http://www.history.com/topics/american-civil-war/civil-war-culture
This video discusses the economy in the North and the South industry and cotton. It touches on
slavery in the South, the abolitionists in the North, and westward expansion.
*Modeling
The teacher will use maps to show North-South differences.
Interactive Civil War Map: This can be done using the Smart Board or with individual computers
if available. Have a volunteer from each table come up to click on a different view of the map, or
have students work in pairs. Do they notice any patterns?
Handout or Interactive Resource - Graphs: Differences Between the North and South (Gilder
Lehrman Institute, 2016).
Point out the major differences between the North and South to students (slave/free,
agricultural/industrial). Let students know that you will be using this information and a nonfiction
reading to better understand the differences between the North and the South, and how those
differences led to the Civil War.
After this reading, they will be creating a class diary: each small group will have a different
character to portray. If time, show them a good and poor example of a diary entry.
Stoplight (Love, Teach, Inspire, 2012): Students will have three pieces of colored cardstock
(green, yellow, and red) on their desk; each is folded in half so that it stands independently. I will
ask the students to Check Traffic to give me the signal: green = got it, yellow = almost there, and
red = Im stuck.
*Guided Practice
Reading- Growing Apart: The North and the South (Milliken Publishing, 2003): Have students
read in pairs or small groups. The teacher should continue observing and listening, staying ready
to answer questions.
The northern states had always been different from the southern states. In the early 1800s
these two sections of the country grew even further apart.
The North, with its waterpower and good ports, developed into a manufacturing center.
New inventions created large industries. Many people moved to cities such as Boston or
New York to work in factories. Some of these people came from other countries, bringing
different traditions and beliefs.
The South, with long hot summers and rich soil, had always been perfect for farming. The
largest farms, called plantations, grew cotton, tobacco, rice, and sugar to trade with Europe
and the North. Not as many people lived in the South as in the North. For example, in 1860

there were only about 18 people per square mile in Georgia compared to about 153 per
square mile in Massachusetts.
Northern businessmen made more money using employees than they would have made
with slaves. Because of the machines used in factories, each operator could produce many
finished items. The young women, children, and immigrants who worked in mills of the
North had to pay for their own food, clothes, and apartments. Southern cotton plantations
used some machines, but most farm labor was still done by hand. Planters believed they
could not make money without slaves. Slavery was phased out in the North, but it
expanded in the South.
Culturally, the Northern states prized an independence of spirit. Valuing achievement over
noble family names, Northerners put aside many British ways of thinking. The South took
pride in tradition and kept close connections with Europe.
The United States in the 1850s was a country made up of two separate regions which had
little in common. Each side longed to win the support of the growing west.
Anchor Chart in Interactive Notebook: Using the prior activities and the reading, students will
record the causes of the Civil War after reading the text by drawing the outline of a house divided
in half, or using a graphic that they can paste into the notebook (Mohamed, 2010). The halves
represent the North and the South.
http://ohmohamed.pbworks.com/f/IMG_7681.JPG
Optional: The Civil War Trust has a pre-made table in the Disunion lesson plan, Comparing
Cultures and Economies, that would be helpful for students to place in their Interactive Notebooks
(2016).

Civil War Diary: Students should now feel equipped to write diary entries. It will be a
collaborative effort, allowing each small group member to have a role.
A role sheet should be provided for each group member with the space to record their actions,
conversation, or creations. The roles may range from Group Director, Idea Gatherer, Writer,
Illustrator, and Actor (reading the piece aloud).
Assign the five tables various roles from the Civil War such as a Union or Confederate Soldier, a
slave or freed slave, the parent of a soldier, an abolitionist, a plantation owner, Abraham Lincoln
really, there are plenty of options!
Ask the group to write the diary entry on the same date the day the Civil War begins (April 12,
1861 the bombing of Ft. Sumter). Ask them to think creatively, imagining the physical landscape,
emotions of the character, etc.
Diary Performance/Collection of Group Work: Have the Actor from each group read the diary
entry aloud to the class. They may perform it elaborately if they wish, using optional props or
costume pieces. Collect the other group members contributions as well.
*Closure
Abes Thinking Hat

Title of Lesson: A Nation Divided: What Grade: 6th

Happened to Make Them Fight?
Constitutional
Core Components
Civil War by:
Lesson objectives
Identify the constitutional differences which divided the North and South.
Materials/Resources
Abes hat
Post-it paper or poster board if Smart Board not available, Anticipation/Reaction Guide, Disunion
Cards, Disunion Worksheet, Primary Source readings, writing paper and materials.
Process Components
*Anticipatory Set
Anticipation/Reaction Guide (Rutherford, p.110): This will also serve as a pre-assessment.
Prepare 5-10 statements that relate to the constitutional differences between the North and the
South. Ask students to indicate whether they think the statements are true or false. Give it out
again at the end of the lesson.
I canrecognize and interpret why states rights were more important to the South.
I canrecognize and interpret why the federal government was more important to the North.
I candistinguish why these different feelings in the North and South helped cause the Civil War.

Vocabulary/Event Definitions Using Disunion Cards (Civil War Trust, 2016): In their small groups
or pods, students will cut out and arrange the cards in chronological order; have them read the
cards aloud to each other.
*Modeling
Worksheet: Pre-1861 Disunion (Civil War Trust, 2016): After arranging the cards, have students
complete the worksheet in pairs or small groups.

Teach-OK (Cult of Pedagogy, 2015): This is a Whole Brain Teaching strategy developed by Chris
Biffle. After the class has spent a few moments talking about the constitutional issues between the
North and the South, the teacher will say Teach! and the students respond with Okay!. Pairs of
students then animatedly (such as with big gestures or exaggerated intonations) teach the concept
to each other. It is meant to be faster than Think-Pair-Share, and is focused more on re-
teaching than general sharing.
*Guided Practice
Primary Source Readings: The students will read a primary source from the point of view of a
Southerner and Northerner. In this case, the readings are taken from the Teaching US History
Website (Breen, 2009).
Reading One: Secession/States Rights Supporter Benjamin F. Perry (Edgar, 1997).
Any interference on the part of the Federal Government with our slave property will be the cause of an
immediate dissolution of this great and hitherto glorious Union.
n.d., p. 341
I am for a rational and successful defense by the Union of the South, which will redress our wrongs, secure
our rights, and preserve the Union of the State.
11 December 1850, p. 324
Reading Two choose from a selection of Abraham Lincoln speeches regarding secession
(National Park Service, 2016):
First Inaugural Address March 4, 1861
Physically speaking, we cannot separate. We cannot remove our respective sections from each other nor
build an impassable wall between them. A husband and wife may be divorced and go out of the presence
and beyond the reach of each other; but the different parts of our country cannot do this.
First Inaugural Address March 4, 1861
We find the proposition that, in legal contemplation, the Union is perpetual confirmed by the history of the
Union itself. The Union is much older than the Constitution. It was formed, in fact, by the Articles of
Association in 1774. It was matured and continued by the Declaration of Independence in 1776. It was
further matured, and the faith of all the thirteen States expressly plighted and engaged that it should be
perpetual, by the Articles of Confederation in 1778. And, finally, in 1787, one of the declared objects for
ordaining and establishing the Constitution was "to form a more perfect Union."
Annual Message to Congress December 1, 1862
Fellow-citizens, we cannot escape history. We of this Congress and this administration, will be remembered
in spite of ourselves. No personal significance, or insignificance, can spare one or another of us. The fiery
trial through which we pass, will light us down, in honor or dishonor, to the latest generation. We say we are
for the Union. The world will not forget that we say this. We know how to save the Union. The world knows
we do know how to save it. We -- even we here -- hold the power, and bear the responsibility. In giving
freedom to the slave, we assure freedom to the free - honorable alike in what we give, and what we
preserve. We shall nobly save, or meanly lose, the last best hope of earth.
Chalk Talk: Prepare two sheets of poster board with the following titles: Did the South Have the
Right to Secede? and Did the North have the advantage? Have half of the class work on each
for a few minute, then switch. They should be thinking out of their comfort zone, and try to see
events from multiple perspectives. If they want to include a touch of their personal opinion, they
may write a positive or negative sign next to their writing.

Civic Letters (Social Studies Alive, p.52): Divide students into the North and the South. They will
be typing up a letter to the local government expressing their views at the time of the Civil War.
The North students need to address why a federal government is better, and the South students
why a states rights are more important.
Optional: If time, the teacher may use a discussion strategy such as Pinwheel, allowing the
students to represent their region with another student guiding the conversation (the provocateur)
(Wessling, 2016).
Exclusion Brainstorming (Rutherford, p. 108): Using vocabulary and events from the activity
below, have two columns ready on the Smart Board or two large pieces of post-it paper on the
board. They should each be labeled (Stronger Federal Government/ More States Rights) with a
series of words or phrases underneath. The students will draw a line through those they think are
not related, and circle those that are.
Anticipatory Guide: Have students retake the guide from the beginning of the lesson, and rewrite
the false statements so that they are true.
Optional: Students can write a dialogue journal entry in their Interactive Notebooks. They should
reflect on what they learned, and what they agreed or disagreed with. The teacher will have a
space to respond.
*Closure
Video: The Great Task show up to 2:10 (Civil War Trust, 2016): Place the text of the Gettysburg
Address on students desks. Ask them to highlight or underline the key words or phrases that
stand out. Tell them to write in their Interactive Journals:
What does this say about Abrahams Lincoln views on the government?
How might this have impacted the Civil War?
How does this speech inspire you?
Abes Thinking Hat

Constitutional Divide Anticipation/Reaction Guide
Directions:
1. Respond to each statement before you read. T = True, F= False.
2. After the lesson, respond to the statements again. T = True, F= False.
3. Rewrite the statements that are false so that they are true in your Interactive Notebook.
Before Reading Statement After Reading

1. The North and the South wanted a strong federal
government.
2. The South wanted more rights given to states.
3. The North wanted more rights given to the
federal government.
4. The federal government wanted to keep slavery.
5. The Missouri Compromise allowed Missouri to
be a free state, and Maine to be a slave state.
6. The Kansas-Nebraska Act repealed the Missouri
Compromise.
7. Nat Turners Rebellion caused a national debate
on slavery.
8. Harriet Beecher Stowe wrote a book called Uncle
Toms Cabin which praised slavery.
9. The Dred Scott Decision ruled that a slave or a
descendant of a slave could not be a U.S. Citizen or
have the rights of a citizen.
10. The Compromise of 1850 included the Fugitive
Slave Act, which allowed escaped slaves to maintain
their freedom.

Title of Lesson: A Nation Divided: What Grade: 6th

Caused the Civil War In Summary
Core Components
Civil War by:
Lesson objectives
Identify the causes of the Civil War: slavery, cultural, economic, and constitutional.
Materials/Resources
Frederick Douglass- black suit jacket, black bow-tie, white collared shirt, and grey beard/mustache
(can be made of felt or card stock).
Multiple-choice quiz
Abes Thinking Hat
Process Components
*Anticipatory Set
Dress in Role as Frederick Douglass: welcome students with the quote Without a struggle, there
can be no progress.
Interactive Journal:
Record the quote by Douglass. Ask students to write 3-5 sentences about how it made them
feel, and why they think it could describe the beginning and time of the Civil War. Why are his
words still relevant today, in your own life and in the world?
I candefine the issues that divided the North and South.
I canidentify why these issues led to the Civil War.
Presentation of Vittles: students have the choice of displaying or presenting their choices. Those
who have created a performance piece must also provide it in written form (monologue, poem,
etc.). Students will be given a rubric to be aware of my expectations, and afterward they will be
given a form to self-assess and reflect.

Multiple Choice quiz using questions from past SOL Tests. (See 2014 United States History to
1865 test item set).
*Closure
Interactive Notebook: Ask students to write a reflection on the past week of learning. IT may be
their personal point of view, or written as a story. Invite them to use paragraph form, graphic novel
or comic book style.
Some questions to consider:
How has your knowledge changed from the beginning of the week to now?
Why were the different causes (slavery, cultural, economic, and constitutional) critical to the
start of the Civil War?
If you lived during the Civil War, how would you have made a positive difference?
How do you feel knowing similar problems exist today?
And general sentence stems for students who do better with framework:
I feel that the Civil War _____________ because _______.
I am still confused by ___________________.
I want to learn more about __________________.
Abes Thinking Hat: For the final day, provide them with this quote:
Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived
and so dedicated, can long endure. Abraham Lincoln, November 19, 1863, Gettysburg Address.
Tell the students that next week they will be in the thick of the secession, and that you wish them
steady footing on their journey.

References
http://www.csmonitor.com/Books/2012/0211/Abraham-Lincoln-15-favorite-quotes-on-his-birthday/Solid-
foundations
Americas Story. (2016). Douglasss role in the Civil War. Americas Library: The Library of Congress.
Retrieved from http://www.americaslibrary.gov/aa/douglass/aa_douglass_war_3.html
Annenberg Learner. (2000). Free states and slave states, before the Civil War [map]. A Biography of
America. Retrieved from https://www.learner.org/series/biographyofamerica/prog10/maps/
Civil War Trust. (2016). The Civil War curriculum: goal 1/lesson plan/elementary, pre-1861: disunion.
Retrieved from
http://telegraph.civilwar.org/education/curriculum/Elementary/1%20Disunion/Disunion%20Lesso
n%20Package.pdf
Currier & Ives. (1884). The big b cotton plantation [painting]. Vanderbilt University. Retrieved from
http://www.vanderbilt.edu/AnS/history/carltodl/276/hist276.htm
Gilder & Lehrman. (2016). North-South Comparisons. The Gilder Lehrman Institute of American
History. Retrieved from https://www.gilderlehrman.org/history-by-era/american-civil-
war/resources/north-south-comparisons
Gonzales, J. (15 October, 2015). The big list of classroom discussion strategies. Cult of pedagogy.
Retrieved from http://www.cultofpedagogy.com/speaking-listening-techniques/
Grayson, R. (2016). The U.S Civil War: why they fought. North Mankato, MN: Compass Point Books.
Love. Teach. Inspire. (14 November, 2012). Stoplight independent practice. Retrieved from
https://loveteachinspire.wordpress.com/2012/11/14/effective-independent-practice/
McDonald, A. (2006). Primary source accounts of the Civil War. Berkeley Heights, NJ: Enslow
Publishers, Inc.
Milliken Publishing. (2003). Growing Apart: The North and the South. Retrieved from
http://www.lorenz.com/med/pages/MP4825.pdf
Mohamed. (2010). 5th grade interactive notebook. PB Works. Retrieved from

http://ohmohamed.pbworks.com/w/page/23104908/5th%20Grade%20Interactive%20Notebook
National Geographic. (2016). The Underground Railroad: time line. Retrieved from
http://www.nationalgeographic.com/features/99/railroad/tl.html
National Park Service. (2016). Lincoln on secession. Lincoln Home. Retrieved from
https://www.nps.gov/liho/learn/historyculture/secessiontableofcontents.htm
Robertson, J. (2 May, 2013). Civil War. The half full chronicles. Retrieved from
http://messyjofu.blogspot.com/2013/05/a-classroom-divided-against-itself.html
Scholastic. (2016). 1861-1865 Civil War. Teaching with dear America. Retrieved from
http://www.scholastic.com/teachdearamerica/civil.htm

Scholastic. (2016). The Underground Railroad, escape from slavery. Retrieved from
http://teacher.scholastic.com/activities/bhistory/underground_railroad/
Slemp, C. (30 April, 2013). Social studies menu (tried it Tuesday). Polka dot lesson plans. Retrieved
from http://polkadotlessonplans.blogspot.ca/2013/04/social-studies-menu-tried-it-tuesday.html
Stidham, L. (21 July, 2012). Exit slip. Tween Teaching Blog. Retrieved from
http://tweenteaching.blogspot.com/p/printable-worksheets.html
Teaching US History. (2016). Secession: a southern perspective. Teaching American history in South
Carolina. Retrieved from http://www.teachingushistory.org/lessons/Secession.htm
Thone, J. (2016). Twitter. Teachers pay teachers. Retrieved from

https://www.teacherspayteachers.com/Product/Twitter-1640178
Valentine, D.T. (2016). The five points in 1859 [painting]. City University of New York: The Lost
Museum. Retrieved from http://lostmuseum.cuny.edu/archive/the-five-points-in-1859
VDOE. (2008). History and social science standards of learning: curriculum framework 2008 United
States history to 1865. Board of Education, Commonwealth of Virginia. Retrieved from
http://www.doe.virginia.gov/testing/sol/frameworks/history_socialscience_framewks/2008/2008_
final/framewks_ushist1865.pdf
VDOE. (2014). United States history to 1865 test item set. Board of Education, Commonwealth of
Virginia. Retrieved from
http://www.doe.virginia.gov/testing/sol/released_tests/2013/us_hist_to_1865_item_set_released
_in_spring_2014.pdf
Wessling, S.B. (2016). Pinwheel discussions: texts in conversation [video]. Teaching channel.
Retrieved from https://www.teachingchannel.org/videos/high-school-literature-lesson-plan

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Design Topic The Civil War Subject(s) History & Social Science Grade(s) 6th Designer(s) Moran, Jessica

Unit Cover Page

Topic/Subject Areas: History and Social Science

Designed by: Jessica A. Moran Time Frame: 1 week

School District: Regent University School: Teacher Ed & IDS Dept.

Unit design status: X Completed template pages stages 1, 2, 3

Directions to students and teacher Materials and resources listed

x Suggested accommodations x Suggested extensions

Status: Initial draft (date: ___________) Revised draft (date: ____________)

Peer Reviewed Content Reviewed Field Tested Validated Anchored

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1

STAGE 1 DESIRED RESULTS

Unit Title: The Civil War: A War in Your Backyard

Understandings: Students will understand that Essential Questions:

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2

Civic Letters: Students will write a letter to the local

Multiple Choice Quiz: Students will complete a quiz based

Student Self-Assessment and Reflection

STAGE 3 LEARNING PLAN

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 4

Stage 3 Plan Learning Experiences and Instruction

Monday Tuesday Wednesday Thursday Friday

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 5

Teacher: Mrs. Moran Date: Day 1

Title of Lesson: The Great Divide: Why Did Grade: 6th

*Instructional Input or Procedure

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 7

Civil War Vittles

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 8

Brochure Timeline Create

10 points 10 points 15 points

15 points 5 points 10 points

5 points 15 points 5 points

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 9

Teacher Education Lesson Plan Template

Teacher: Mrs. Moran Date: Day 2

Title of Lesson: The Great Divide: Why Did Grade: 6th

*Scholastic has a great website with primary source documents.

Why did it How did it lead to

Slavery and the

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 11

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 12

Teacher Education Lesson Plan Template

Teacher: Mrs. Moran Date: Day 3

Title of Lesson: The Great Divide: Why Did Grade: 6th

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 13

*Instructional Input or Procedure

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 14

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 15

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 16

Teacher Education Lesson Plan Template

Teacher: Mrs. Moran Date: Day 4

Title of Lesson: A Nation Divided: What Grade: 6th

*Instructional Input or Procedure

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 17

First Inaugural Address March 4, 1861

First Inaugural Address March 4, 1861

Annual Message to Congress December 1, 1862

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 18

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 19

Constitutional Divide Anticipation/Reaction Guide

Before Reading Statement After Reading

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 20

Status: Initial draft (date: _) Revised draft (date: __)