Design for Learning

Instructor: Annie Walker and Lauren Hughes

Grade Level: 5th
Lesson Title: A Few Points about Viewpoints
Date: May 6, 2016
Curriculum Area: Social Studies
Estimated Time: 1-2 days
Standards Connection:
11.) Identify causes of the Civil War, including states' rights and the issue of slavery.
Learning Objective(s):
When given a T-Chart, the students will distinguish the differing perspectives of the North
and the South, including at least 5 facts for each region.
Learning Objective(s) stated in kid-friendly language:
Today, you will learn about the different perspectives of the North and South, and how it
lead to conflict.
Evaluation of Learning Objective(s):
The teacher will present the students with a T-Chart. The T-Chart will have North on one
side and South on the other. The students will review their notes with their table group.
Then they will independently complete the T-Chart by listing the perspectives of the
North on the left side and the perspectives of the South on the other side. At the bottom
of the T-Chart, the students will tell how they think the differing perspectives will lead to
conflict. All students must correctly list at least 10 facts in the T-Chart, 5 for the North
and 5 for the South. The students who do this will be considered proficient and in the
green range. The students who correctly list at least 6 out of 10 facts will be considered
in the yellow range and will receive additional practice. Those who correctly list less
than 6 out of the 10 facts will be considered in the red range and will need further
remediation.
Engagement:
The teacher will have American Civil War music playing from her personal computer
when the students enter the room. This will be a YouTube video, but the students will
not watch the video. They will only be able to hear the music. The teacher will also
have the classroom separated using black tape. This will only serve to set the
atmosphere of the differing perspectives of the North and the South leading up to and
during the Civil War. The North side will have 12 desks and the South side will have 8.
The North will have more desks because it had a larger population than the South. This
way students will be able to physically see a separation between two sides. The teacher
will have directions for CSI: Color, Symbol, Image projected on the whiteboard when the
students come into the room. She will treat the students as if they are from the North
and the South prior to the Civil War when they enter the classroom. She will then
explain the directions for a CSI and the students will complete this thinking strategy with
a partner. Good morning citizens of the North and the South. Welcome to the early
1800s. When you enter today, please take your seat in your appropriate region. This is
an area or division. The regions in the classroom are either the North or the South.
Please do not cross over into the other region, but remain in your own region. The
teacher will give students time to enter the classroom and take their seats. She will
watch their faces as they hear the music, sit in their region, and ponder what they are
going to learn for the day. She will then call their attention to the board. Thank you
citizens. Please look at the white board. Today for morning work you and a partner
from your own region will complete a CSI: Color, Symbol, Image. As you can see, the
directions for this are projected on the board, but remember that we have completed this
thinking routine before. This CSI needs to be completed concerning the big idea of
conflict. You and your partner will choose a color that you both think best represents

conflict, create a symbol that you both think best represents conflict, and sketch an
image that you both think best captures the idea of conflict. You may use the resources
that you have at your desk as well as those that are in your region, but you cannot enter
the other region. Are there any questions? The teacher will wait for student questions.
Okay, each region has chart paper. You and your partner should use this to complete
the CSI. You may begin. The teacher will allow students time to work. Okay, eyes on
me. Thank you for your efficient work on your CSI. Now, I want each partner pair to
share their work with only their region. Are there any questions? The teacher will wait
for student questions. Okay, you may begin. The teacher will allow time for students to
share while actively listening to what each group thinks about conflict. Eyes on me. You
all have good ideas about conflict and what it is. Today, we are starting our Civil War
unit. This unit will be centered on the big idea of perspectives and conflict. We will learn
about multiple events leading up to the Civil War through the lens of differing
perspectives and conflict. Since that is our concept, or big idea, we will revisit it each
day. Do you want to use hand signals to remember this big idea? Show me with a
thumbs up or a thumbs down. The teacher waits for students to show her their answers
via a thumbs up or a thumbs down. Great, it looks like everyone wants to use hand
signals. Take about one minute to brainstorm some hand signals for this big idea:
remember it is differing perspectives lead to conflict. Even if you do not yet know what
the word perspectives means, you all know what the word different or differing means.
The teacher allows time for the students to brainstorm some hand signals. Okay, lets
regroup and share what you all have come up with. The teacher allows time for students
to share calling on each partner pair. I have written each partner pairs hand signals on
the board and now we will vote. Raise your hand if you vote for the first one? The
second? Third? Fourth? This pattern continues for all ten partner pair choices and the
teacher writes the total number voted next to each one. It looks like we have a winner!
We will be using the hand signals from partner pair 4 throughout this unit. For differing
perspectives you will place your arms in an x in front of you. Then for lead to conflict
you will place a thumbs down in front of you. Are there any questions? The teacher
waits for student questions. Lets practice together. The class practices the hand
signals. Great job! Today, you will learn about the different perspectives of the North
and the South and how that lead to conflict.
Learning Design:
I. Teaching:
The teacher will explain the objective to the students again. The teacher will ask the
students what the word perspective means. She will also asks how the North and
South had different perspectives about things leading up to the Civil War. This material
has not yet been taught, but this will allow the teacher to assess the prior knowledge of
the students. I will wait until everyone is sitting silently and all eyes are on me. The
teacher allows time for students to get settled. Thank you. Today, you will learn about
the different perspectives of the North and South, and how it leads to conflict. Who has
ever heard of the word perspective before? The teacher scans the room to observe
who has their hand raised. Awesome. Now, who can tell me what the word
perspective means? Turn and talk with your neighbor about what you think this word
means. The teacher allows time for students to discuss the word with their partner while
actively listening. Alright, times up! I heard some great definitions for the word
perspective. Would anyone like to share what they talked about? The teacher writes
the keywords from the definitions as the students share. Student A, what did you and
student H say that the word perspective means? Okay, it could be the attitude that
somebody has. Who else wants to convey, or tell their definition? Student J, what did
you and Student N discuss, or talk about? Yes, perspective could be how a person

interprets a situation. I like that word interpret. That words means how somebody
explains or understands a situation. Lets hear from one more partner pair. Student C
and Student K, what did you two share about perspective? Alright, it could be the stand
that a person takes. What do you mean by this? Great job, taking a stand as in
standing up for what you believe is right and not letting others persuade you to think
differently. These were all great definitions of perspective. I can really tell that you all
thought deeply about that. If we combine them all, we can say that perspective is the
point of view of a person. So, the word perspectives means your point of view of a
situation. Think back to last week when we discussed authors point of view in literature.
Who remembers what we discussed concerning point of view in those lessons.
Correct, the authors point of view is how the author feels about something. So, a
persons perspective is how the feel toward something. For example, stand up if you
like recess outside. The teacher allows time for students to respond. Okay, you can sit
down. Now, stand up if you like recess inside using gonoodle videos. The teacher
allows time for students to respond. Thank you. So, you can see that even if our class
we have different perspectives concerning where recess is held. Lets try another one.
Put your hand on your head if you think school should be from 9:00-4:00 instead of
8:00-3:00. Thank you, you can take your hand off your head. Now, put your hand on
your head if you like school the way it is now from 8:00-3:00. Thank you, you can take
your hand off your head. Again, we have different perspectives. This time its on the
school day hours. Well, point of view or perspective can also differ depending on how
you are looking at a situation. For instance, if someone asked me what my perspective
of our classroom was, I would say that I see students desks, students working at those
desks, a bookshelf, a reading corner, and two windows. However, if that same person
asked you all what your perspective of the classroom was, I bet it would be different.
You might say that you see a white board, the teachers desk, your friends working at
their desks, and a teacher talking about the Civil War! We both have different ideas and
views of the very same classroom. Are either of us wrong? The students shake their
heads in a manner indicating no. No, I dont think so either! Lets put perspectives into
practice. Everyone stand up behind your chair. Do this quietly. The teacher allows time
for the students to stand. I am going to show you some pictures. In these pictures,
there is an object and two people. The two people have differing perspectives over the
object. You are going to decide your perspective on the object and travel to the side of
the room that corresponds with the person you agree with in the picture. Are there any
questions? The teacher waits for student questions and then starts. Here is your first
picture. Do you think this number is 6 or 9? Students move to the different sides of the
room. Lets think about this. Why do you all have differing perspectives over this
picture? Youre right. The people on the right side of the room see the number as 9 and
those on the left side of the room see it as 6. You have a different point of view on the
number. Good job! Heres the next picture. Are there four figures or three? Students
move to the different sides of the room. What caused you all to say there were four
figures? Alright, if you look at it from the left side and count across, there are four. Why
did you all say there were three figures? Okay, if you view it from the right side and
count across, there are three. I like how you used the word view. Perspectives is all
about how you view something. Awesome! You all may be seated. The teacher allows
time for the students to sit down. Just like you guys had differing perspectives on
recess, school hours, and the pictures, the North and South had very different
perspectives on things. Lets brainstorm some ideas about how the North and South
could have thought differently or do think differently today. These can be
generalizations. For example, which one, the North or the South, would think that 50
degrees is super cold? Exactly, the South. The North would think it was summer

outside if it was 50 degrees. Work with your neighbor to write down some differing
perspectives. Think about the weather in both places, the attractions around the areas,
and the people. You have 3 minutes to think about this, and then we will share our
ideas. Give the students the allotted amount of time to work, and then bring them back.
If you can hear me, clap once. If you are listening, clap twice. Ill begin again when all
eyes on me. Thank you. Now lets hear some ideas that you guys had! I want each
partner group to share 1 or 2 ideas that you had, and I will write them on the board. As
the groups share their thoughts and ideas, the teacher will write them on the board for
the students to reference throughout the rest of the lesson. Student L and Student Y,
share one of your perspectives with the class please. Great job, the North would think
building snowmen is an everyday activity that could become boring while the South
would think it was the most marvelous thing in the world. Lets hear another one.
Student G, what did you and your partner say? Nice, the South would wear pants in 60
degree weather and the North would wear shorts. This continues until all of the partner
pairs have gotten to share. Wow! You guys really impressed me with the ideas that you
came up with. We just discussed how the North and South had different point of views
on certain things today and now we are going to apply that to the Civil War. We are
going to watch a video about the different perspectives of the North and the South
concerning the Civil War. I think you MIGHT recognize the actors in this video too.
While you are watching this clip, be sure and take thorough notes on the note-taking
guide provided. Youll need them later!
North vs. South
By: Miss Hughes and Miss Walker
Civil War music plays as Lauren (The North) appears on the
screen.
Lauren: Good morning citizens! I am the North, and I am here to
share with you a few of my opinions on some important issues.
First, Im sure you have all heard about this debate our nation
is having about slavery. Well, I think its ridiculous. There
really are just not that many slaves to argue over. Yes, my
friends and I have one or two slaves who help us milk our cows or
help with household chores, but there are not very many of them.
I dont see why this topic is such an issue
Enter Annie (The South) angry and a little put off.
Annie: WELL I wouldnt expect you to understand, North!! Excuse
me, citizens of the United States, but I am the South, and I will
tell you exactly why this slavery matter is so important. The
slaves are our livelihood. We depend on them for our money. The
slaves are the only way we could operate our agricultural
industry, which is the basis of our economy!They are the laborers
for our cotton industries. If you take them away from us, we have
nothing! They make up around half our population. We have about 5
million citizens, and 4 million slaves. We depend on agriculture,
and the slaves, to provide for us! Unlike the North, we dont
have factories and railroads to support us.

Lauren: Do you think we could grow cotton up North?! Certainly

not. Thats why we depend on our factories and our free labor!
Our cities are thriving, and we have a growing, large population.
Annie: You couldnt grow cotton up North because that takes hard
work, which requires hard workers (North makes a face) Whereas,
in the good ole South, we work hard for our money. We take pride
in our farms and our plantations. We love our traditions and
society that never changes. Why should it change? Its working so
well!
Lauren: It should change all right! Our country needs to be
united. Thats why up North, where we believe in WORKING TOGETHER
(South sticks out tongue), we support federal rights. These are
laws and rights for the whole country, not just one state. The
Constitution has supremacy, just like our President Mr. Andrew
Jackson says. And it is foolish for any state to think that they
should have power over the nation
Annie: IT MOST CERTAINLY IS NOT FOOLISH. Our own Vice President,
Mr. John C. Calhoun, is in favor of states rights. It makes
perfect sense because each state is different and they can make
their own laws. A state should be able to refuse to obey any
federal law that they dont believe in. The states should have
the ability to vote and overturn presidential laws (also known as
nullification), just in case the powers in charge go crazy. Which
you would know a lot about
I have a couple of questions for us about the video. We are going to use our red and
green cards for this. We have done this multiple times, but here is a review. If your
answer is yes, hold up the green card. If your answer is no, hold up the red card. So,
what did you think about the video? Did you like it? The teacher waits for the students to
show her using their cards. Awesome! I saw green everywhere in the classroom.
Everyone enjoyed the video. Do you think the North and South get along well? The
teacher waits for the students to show her using their cards. I only saw red cards, so
you all answered no. Hmm, I wonder why they will not get along. Turn and talk with
your neighbor about some things you noticed from the video that caused problems. The
teacher will give the students time to talk and review the video while actively listening. I
heard some really great discussions. Who would like to share what you talked about?
From the students discussion of the video, the teacher will guide the conversation
toward the three main points that she wants to focus on: slavery, economics, and
politics. From the video, we noticed three main topics that caused issues between the
North and the South. While we are discussing these topics, I want you to use your notetaking guide to take notes. You will find the note-taking guide for today in you Civil War
Folder. I will give everyone a chance to get that out quietly. Also, make sure to have a
pencil. The teacher will allow time for the students to get their note-taking guide out of
their folder. She will use the strategy Board=Paper while teaching to help the students
practice good note-taking skills. Thank you for doing that quickly and quietly. I will be
filling out my guide on the board as you fill yours out individually at your seat. So we
said that the North and the South obviously did not get along. Lets look a little deeper

though and figure out why! The citizens of the North and the South lived very different
lives and neither side could really understand the perspective of the other side. When
discussing the video, one point you guys mentioned was the issue of slavery. When we
think about the Civil War, our first thought is usually slavery isnt it? That is because it
did play a large role in the war between the states. The North and the South thought
extremely differently about slavery and their differing viewpoints had a lot to do with their
economy. Since the citizens of the North lived in mainly urban areas, their livelihood
depended primarily upon factories and the use of free labor. What do you think about
when you hear free labor? Take a minute and write some of your thoughts using a
yellow sticky note from your desk. The teacher allows time for the students to write their
thoughts using their individual sticky note pad. Okay, now that everyone is finished, lets
place them on the North side of the board. South, you place yours first and then the
North. The teacher allows time for the students to place their sticky notes on the board.
I see some great responses up here. Some of you said that free labor meant working
for free. Others said it meant working a small amount because it was free. Most of you
mentioned that you thought this type of labor meant that the employees did not get paid.
Youll be surprised to learn that free labor was not about the concept of money. It was
developed around an image of the independent, strong, self-sufficient worker. This
applied to farmers or industrial factory works. It was the idea that the man supported his
family by doing the work himself instead of relying on somebody else to do the work and
provide for his family. Ironically, factory workers did not have much control of their
wages, or the money they earned. Now, take out an orange sticky note and write your
new thoughts on free labor. Put those on the North side of the board when you are
finished. The teacher allows time for students to write their new thoughts and put their
sticky notes on the board. Now the sticky notes say things such as, this was not about
the money and workers did their own work to earn their money. Great job! Not, lets
write some things down on our note-taking guides under economics on the North side.
Because the North supported free labor, they did not have a need for slavery. True,
some citizens had one or two slaves that they kept for household chores, but most
Northern residents did not own slaves. The society in the North was growing and
changing, and there were new ideas that were evolving, or being invented. Citizens had
evolving ideas about equality and slavery and they felt that it was a wrong that should be
righted. Take some time to compare your note-taking guide with mine and make sure
that you are keeping track of the important things we are talking about. I will give you a
minute to fill in whatever you are missing. The teacher allows time for the students to fill
in their note-taking guides and continues the discussion with the South perspectives.
And then there was the South. The Souths population was more spread out in rural
settings. This meant that their were not any factories and urban settings like the North.
In other words, the South was more farmland where the North was more like a city. The
South depended mainly upon agriculture for their livelihood. Raise your hand if you can
tell us what agriculture means? Great job, it is like planting crops for food instead of
buying the food in stores. Plantations in the South produced those crops such as cotton
and sugarcane. This is what they used as their way to make money. However, the
Southerners depended on the slave labor to work their fields and plantations. Slave
labor is different than the free labor that the North supported. Use another yellow sticky
note and write what you think slave labor is. Place this sticky note on the South side of
the board. The teacher allows time for students to write their thoughts. I see some
great thoughts. Do I have a volunteer from the South side to come read some of these
sticky notes aloud? Thank you, you can come to the board and read. The teacher
allows time for the volunteer to read some of the sticky notes. Thank you. All of you
think that slave labor is work done by the slaves and that they do not get paid. Very

good! You are all correct. Slave labor was work done by the slaves. They had to do
the work that their masters, or owners, told them to do and did not receive pay for this
work. What do you think would happen to the South if their slaves were taken away?
Yes, youre right. Without the slaves, the citizens would have no one to harvest,
prepare, and produce their crops. To the South, taking away their slaves would be to
take away their wealth and business. Take a minute to write some things about the
South on your note-taking guide if you have not already done so. Mine will be on the
board if you need to look at it. The teacher allows students a minute to fill in their notetaking guide for the South side. Okay, we have discussed that the North was more
urban, had cities, a large population and that the South was more rural, had farms, and
a lower population. Can somebody tell us what else we have talked about so far?
Great, we discussed how the North depended on factories while the South depended
on agriculture. We also talked about free labor in the North versus slave labor in the
South. I like how well you all are listening! Keep it up! Now, lets talk about another
difference between the South and the North. Dont forget to write in your note-taking
guide as we are discussing. There were about 5 million free citizens and about 4 million
slaves in the South. This meant that about half of the population in the South was
slaves. The North, on the other hand, did not have as many slaves. Lets see what we
can write down in our note-taking guide about the South now! The teacher will write
down the facts that she just discussed. So, weve talked about economy and weve
talked about slavery, but one area we havent really discussed is politics. The North
believed strongly in federal rights. Does anyone know what that means? It means that
the North wanted the president and Congress to have the power over the states when
making decisions. These were decisions such as creating new laws or changing old
ones. The North also believed in raising the taxes on imported goods because that was
one of their key businesses. Imported goods meant that materials and goods came to
the North from other countries. On the opposite side, however, the South believed in
states rights, where each state had power and could make their own laws and the
higher government would just be there to oversee. Also, the South wanted LOWER
taxes so that they would be able to import goods from other countries. The lower taxes
would make the goods more affordable for the South. These differing viewpoints
caused many of arguments between the North and the South, including who should be
president. Lets take a minute and brainstorm with our regions. I want you to group
together with your region and decide who you all would vote for for president. We all
learned the president list earlier this year, so you know those who were president during
this time. Lets see if you all remember. This is not a test, just a fun brainstorming time.
The teacher allows times for the students to brainstorm while actively listening. Okay,
regroup and lets hear some answers. The teacher allows the North and the South
regions to share their presidential candidate for election. Great job brainstorming! Well
have to see if your candidate elections were correct for each side. As we move forward,
remember to fill in your note-taking guide as I fill in mine on the board. The North was in
favor of a man you might have heard of before, good ole Honest Abe, also known as
Abraham Lincoln. The South was not a fan, though, and preferred a man who
happened to be Vice President at the time, John C. Calhoun. We will learn later why the
North supported Lincoln and the South supported Calhoun. For now, just write those
facts under the appropriate side of your note-taking guide. The teacher will write down
the final facts under politics, and then review with the students. As a review for the facts,
look at PowerPoint pictures. Think back to the video that we watched today. The North
and the South did not get along. They lived different lives and had different perspectives
which made it hard to agree on certain things sometimes. However, I wonder what they
could do differently to get along? Allow time for the students to ponder these same

questions. Now think about your own life. I want you to think about a time when you
and somebody else had different perspectives on something. For example, my brother
thinks that pizza is the best food and I think spaghetti is the best food. Im going to give
you some time to think about this for yourself. The teacher allows the students time to
think. Show me a thumbs up when you have your idea. The teacher scans the room
and waits for everyone to give her a thumbs up. Okay, lets say that my brother and I
are trying to prepare dinner one night, but we each want to have our favorite food. We
cannot agree and we refuse to see the other persons perspective. Think about your
situation. What do you think happens when two people who have different perspectives
refuse to give in? Youre right. They never come to an agreement. What normally
happens next when people cannot agree? The teacher allows time for students think
about this question and share their answers. You guys are right. When people refuse to
see eye-to-eye on an issue, or when they refuse to agree to disagree, then conflict
occurs. This conflict can be anything from a simple argument to full out violence. When
people refuse to resolve conflict in the right way, then violence can occur. Think about
your situation again. Did you end up arguing with the person who saw things differently
than you did? I know in my story, my brother and I ended up arguing so much that it
ended in a food fight. My parents came home, grounded us, and we ate cereal for
dinner. The students laugh at the story and the teacher continues. What would have
been a better way to solve the problem over our favorite food for dinner? Yes, we could
have ordered pizza one night and spaghetti the next. Any other solutions? Youre right.
We could have cooked both and just had them both for dinner. Okay, lets hear another.
Absolutely, we just needed to be calm and talk about our plan instead of thinking we
were both so right. Well, there are two different types of conflict: Constructive and
destructive. Constructive conflict is the good kind. This means that people come
together and work hard to solve the problem. They are dedicated to working together
for the good of everyone involved. Constructive conflict in my story would have been my
brother and I talking through our problem calmly and creating a plan. The other kind of
conflict, destructive conflict, is the bad kind. This is when people choose not to listen to
the other side, and refuse to compromise. It typically has a negative outcome and
causes even more problems. What was the destructive conflict in my story? Correct, it
was the food fight and grounding part. Think about your situations. Put your hand on
your stomach if it ended in constructive conflict. Put your hand on your head if it ended
in destructive conflict. The teacher allows time for students to do this while circulating
the room to see everyones answer. As you can see, most of the time we result to
destructive conflict in situations. It is harder to use constructive conflict and settle the
problem in a calm and respectful manner, but if conflict is dealt with properly, then it can
lead to unity and great solutions. On the other hand, if conflict is not resolved and keeps
escalating, then it can lead to drastic situations such as the food fight part of my story.
We want to try and solve things using constructive conflict instead of destructive. One
way to remember this is that constructive leads to being calm and both of those words
start with a c. Destructive leads to danger and both of those words start with a d.
Constructive:calm. Destructive:danger. Reiterate, or repeat that after me.
Constructive:calm. Destructive:danger. Lets apply these types of conflict to the North
and the South. How do you think the North and South will handle their differences? If
you think they will use CONSTRUCTIVE conflict resolution, give me a huge smile and
thumbs up. If you think they will use DESTRUCTIVE conflict resolution, give me a large
frowny face and thumbs down. The teacher allows time for students to respond while
circulating the room to see the answers. Thank you. Well, we will see how they handle
their conflict tomorrow when we begin learning about the events that lead up to the Civil
War!

II. Opportunity for Practice:

The teacher transitions into the opportunity for practice part of the lesson. Before they
start this part, the students will fill out a clock partner worksheet that they can use
throughout the unit. This will stay in their Civil War folder with the rest of their resources.
I need everyones eyes on me. The teacher waits until she has everyones attention.
Before we continue, I need everyone to look in their Civil War folder and pull out the
Clock Partner page. We have filled this out before, so you all know how this works. I
will give you about 3 minutes to find your clock partners while I play some more music.
When the music ends, return to your seats please. The teacher turns the American Civil
War music back on and allows the students time to find their partners. Once the music
ends, the students return to their seats and the teacher continues to give instructions.
Alright, now it is your turn to be video producers just like our friends that you watched in
the North versus the South video. For this video assignment, you will partner with your
12:00 clock partner. One of you will play the North character and the other will play the
South character. Are there any questions so far? The teacher waits for student
questions and then continues explaining the practice assignment. You will need to
create some kind of video to show the differing perspectives in the North and the South.
This can be in the form of a script like the video we watched in class, a news report, or
an interview. The script would be formated like a readers theater where the North and
the South (you and your partner) would have a conversation based on your differing
perspectives. The news report could be live or in the news channel room. A news
anchor would report on the perspectives of the north and then another news anchor
would report on the perspectives of the south. Are there any question about that one?
Teachers waits for student questions. You can also complete this assignment in the
form of an interview. One person can be the news anchor that interviews the North.
Then you will switch roles and the other person will be the news anchor that interviews
the South. Lets watch an example of an interview from ABC 3340. The teacher plays
the video for the students. Did you see how the news anchor asked the lady some
questions on a certain topic and then she responded? That is how your interview should
look if you decide to use this format. Are there any questions about that one? The
teacher waits for student questions. You must also include these three props in your
video from up here on my prop table. Who can tell me what our first prop is? Very good,
its cotton! The South was known for their cotton plantations. Our second prop is a little
more tricky. Can anyone tell me what it is? It is actually sugarcane. Sugarcane
plantations were also very famous in the South. Finally, does anyone know what this
prop is? Youre right, it looks like a very big nail. Its actually a railroad spike. This is
significant because the North possessed most of the main railroads in the nation. Each
group should use all three props in their video! Are there any questions? Great!
Everyone has a Movie Checklist in your Civil War folder. Use this as a guideline for
what needs to be included in your video. I will use this when you present your video to
make sure that you have included what is required, or needed. The teacher projects the
checklist on the board using the Elmo. Look at the board with me and I will review the
checklist. Your video should include 5 correct perspectives from the Norths point of
view, 5 correct perspectives from the Souths point of view, creative ideas, and a
statement at the end of the video stating how you think these differing viewpoints led to
conflict. Lets look back at the creative ideas section. By be creative, I mean include
humor, music, originality, costumes, different voices, and things like that. Give me a
thumbs up if you understand what be creative means. The teacher scans the room to
see the students holding their thumbs in front of their chests. Awesome! Are there any
questions about the checklist and what to include in your video? The teacher waits for

student questions. You can use the iPads and the iPad stands for filming. The
workrooms on this hall are all reserved for us to use today to complete this project, so
spread out. I will be rotating between the two workrooms to observe how everyone is
doing. Once you are finished, return to the room and upload your video to the
classroom website. Are there any questions before we start? The teacher waits for
student questions. Okay, find your partner and you all may get started. Have fun!
When everyone returns to the room with their videos, the teacher regroups the students.
Note that this may take two days for the students to work on. I hope you all enjoyed
your time making the videos. I saw some great things during the process of making
these videos. I think you all will be impressed with each others work. Who is ready to
share their video with the rest of the class? All of the students raise their hand.
Awesome, lets begin. I will take volunteer groups first and then I will call on groups if
nobody else volunteers. The students watch the videos and then the teacher has a
discussion. Lets give another round of applause for everyones great work! Those
were excellent and showed a variety of methods. We had some scripted readers
theaters and interviews. How creative! What were some things that you noticed in the
video about the differing perspectives of the North and the South? Great job, they
included factories in the North versus agriculture in the South. What else did you all
see? Youre right, there were free labor factory workers in some videos and then the
screen transitioned to slave labor on the fields. I saw some great contrast in the urban,
large cities and the rural, small populations. I also noticed campaign posters advertising
Lincoln and then some in support of Calhoun. You all did a great job presenting this
material in a creative way! I will make sure that these are posted to the class website for
your parents to view by this afternoon! Lets move on to our next part. The teacher
transitions into the assessment part of the lesson.
III. Assessment
The teacher will present the students with a T-Chart. The T-Chart will have North on one
side and South on the other. The students will review their notes with their table group.
Then they will independently complete the T-Chart by listing the perspectives of the
North on the left side and the perspectives of the South on the other side. At the bottom
of the T-Chart, the students will tell how they think the differing perspectives will lead to
conflict. All students must correctly list at least 10 facts in the T-Chart, 5 for the North
and 5 for the South. The students who do this will be considered proficient and in the
green range. The students who correctly list at least 6 out of 10 facts will be considered
in the yellow range and will receive additional practice. Those who correctly list less
than 6 out of the 10 facts will be considered in the red range and will need further
remediation.
Okay, eyes on me. Thank you all for working hard on your video. You can view each
others videos on the classroom website. Now, I am going to pass out a T-Chart to
everyone. On the left side of the chart it says North and on the right side it says South.
You will have 5 minutes to review your notes with your partner and then you will
independently complete the T-Chart by listing the differing perspectives of the North and
the South. You must list 5 correct facts for both the North and the South. That means
that you should have 10 facts total. You can list more than that if you want, but 10 is the
minimum. After you finish that, you will tell me how you think these differing
perspectives will lead to conflict. Think about your CSI you completed and what we
have learned concerning constructive and destructive conflict. The teacher will pass out
the T-Chart to each student. The students are sitting at their seats. When you are
finished, place your work in the assignment file and read a choice book silently. Once
everyone is finished the teacher will gather their attention back on her.

IV. Closure:
The Teacher transitions into the closure part of the lesson. The students will write in
their Civil War journal in this part of the lesson. This will serve as the bridge between
every lesson. Now that you have independently thought about the differing perspectives
between the North and the South and how they will lead to conflict, I want you to add
this information to your Civil War journal found in your Civil War folder. We will use this
journal throughout the unit to help us see how conflict escalated due to differing
perspectives. Your first journal entry is found on page 1. Will somebody read the
prompt aloud at the top of the page please? The teacher and students listen as a
student reads aloud. Thank you, student A. That journal prompt is as follows: Due to
the differing perspectives of the North and the South, predict how they will respond to
each other? Will there be constructive conflict or destructive conflict? Explain. You
may start working now and tomorrow we will see whose predictions were correct.
Materials and Resources:
American Civil War Music https://www.youtube.com/watch?v=i8epv1Y25XA
Black Tape
Chart Paper
Markers
Whiteboard (SmartBoard)
Projected CSI directions
Projected note-taking guide
PowerPoint
North vs. South video
Clock Partner Page
iPads
Classroom Website
Student Notetaking Guide
T-Chart
Civil War Folders
Civil War Journals
Viewpoints Matching Worksheet
Choice Board
Movie Making Checklist
News Interview Video - https://www.youtube.com/watch?v=BUdIhtoOhIM
Elmo
Yellow Sticky Notes
Orange Sticky Notes
Red Cards
Green Cards
Cotton samples
Sugarcane samples
Railroad spikes
Differentiation Strategies (including plans for individual learners):
Extension:

Students who are in the green and yellow group will complete 1 item from the Civil War
Choice Board.
Accommodation:
Students who are in the red group will complete a matching worksheet on the viewpoints
of the Civil War and explain how they think those viewpoints will lead to conflict.