Cole Shain

Grade 6: Social Studies

Issues Dividing a Nation
Date 3/20/14 Total amount of time 45 min Time 11:40 12:25 am

I. Objectives
Learning Objectives SWBAT identify the causes that lead to the Civil War.
SWBAT explain how states rights and slavery increased the sectional
tension.
SWBAT demonstrate comprehension of a variety of nonfiction texts.
Subject SOL USI.9a 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.
b) Explaining how the issues of states rights and slavery increased
sectional tension.

Communication: Speaking, Listening Media Literacy
6.1 The student will participate in and contribute to small-group activities.
a) Communicate as leader and contributor.

Writing 6.7 The student will write narration, description, exposition, and
persuasion.
a) Identify audience and purpose.
II. Materials for Learning Activities
To be used by the teacher: To be used by the students:
Smart Board
Graphic Organizer
Note Sheets
One sheet filled with answers
Social Studies Notebook
Glue Stick
Pencil
III. Procedures for Learning Activities
Introduction
11:40-11:50
10 minutes
LINK: Does everyone in this classroom share the same beliefs on ever
topic in life? Have a class discussion about why people may believe
certain things vs another.
HOOK: Divide the class up in half. One side is the North and the other is
the South. (Send note home to parents explaining the reasoning behind
this). Tell the students that they are not to speak to each other for the
rest of the class. If they are on the North side, they are only allowed to
speak to the North and vice versa.
Instructional Strategies
11:50 12:20
30 minutes
Rap: Write a letter to a family member about a time that you disagreed
with them. In this letter include the belief and why you believe in it.
Have some students share their letters. Discuss situations that can lead
to a war. Why do you believe the American divided into the North and
South during the Civil War?
WOW (Words of Wisdom): Issues Dividing a Nation Notes (Use the
smart board)
o Define Urban like a city or town.
o Define tariffs taxes paid on a specific import or export.
Imports are products that we buy from other countries. Exports
are what other countries buy from us.
WIO (Work It Out): Use WOW notes to fill in the Issues that Divided a
Nation in a graphic Organizer.
Have the students stand up. In this activity, students will be given a
question. After the question is recited, students will have the
opportunity to choose a side of the classroom, they either or agree or
disagree. When students have selected a side (agree or disagree) calls
on a few students from each side to have them support their choice.
o Questions/Statements:
o Slavery was the biggest issue that caused the division between
the North and South.
o Family members fought on the same side of the war.
o People are impacted by conflict in the same way.
o The North is better than the South.
Have a class discussion about the issues and how differences between
ideas and conflicts can cause problems.
o Have them connect difference in opinions to the causes in the
present world.
Summary
12:20-12:25
5 minutes
How can differences in cultural beliefs create tension and conflict?
Think about how you solved some of these differences.
What were some factors that lead to the Civil War?
Extensions Have students create a conversation or script about a possible conversation
that would occur between a Union Soldier and a Confederate Soldier.
IV. Assessment
Formative Looking for answers that include the factors that caused for secession
of southern states. Cultural, Economical, and Constitutional issues.
Slavery, urban vs agricultural, North as manufacturing and favored
tariffs. Southerners opposed tariffs.
o Use student checklist to keep record of students current
understandings.
Summative At the conclusion of the Unit, the students will be placed in groups to
create a live broadcast of a battle during the Civil War. There will be a
rubric provided with the expectations.
V. Differentiation
Student A will receive notes that are already filled in to correspond to
her IEP.
Student B will be constantly monitored to keep her actively working.
Tends to be a perfectionist with handwriting. At times, teacher will
record her notes for her.
Students will move around the classroom and be actively engaged. This
movement will help students that need to move around to remain
focused.
An additional teacher will be in the classroom to help follow the IEPs of
certain students.
Complexity of discussion questions will vary giving an opportunity for
everyone to share based on their content by readiness.
Students will have the opportunity to discuss their opinions in a class
discussion for those who are auditory learners.
VI. Technology Integration
Smart Board