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American Civil War 1861-1865

American Civil War 1861-1865 By: Jessica Musick October 25, 2005 Analyze Learners Unit plan consists of information for typical fifth graders, ages 10 and 11. Students have average to above average test taking scores. Previously learned skills include: Map skills

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American Civil War 1861-1865

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  1. American Civil War 1861-1865 By: Jessica Musick October 25, 2005

  2. Analyze Learners • Unit plan consists of information for typical fifth graders, ages 10 and 11. • Students have average to above average test taking scores. • Previously learned skills include: • Map skills • Writing small research papers skills • Critical reading and writing skills • Some reference source usage skills • Letter writing skills

  3. State Objectives • SS.5.4.1 students will read, interpret, and draw conclusions from United States maps • SS.5.4.10 students will use geography to describe historical events • SS.5.5.1 students will describe and analyze the events and the historic figures responsible for such documents as the United States Constitution, the Bill of Rights, and the Emancipation Proclamation • SS.5.5.8 students will explain how songs, symbols, and slogans demonstrate freedom of expression and the role of protest in democracy • SS.5.5.14 students will analyze the impact of slavery and the Abolition Movement upon the development of the United States • SS.5.5.15 students will identify causes, major events, and important people of the Civil War • SS.5.5.16 students will explain how various reconstruction plans succeeded or failed

  4. Methods, Media, and Materials • Specific handouts and worksheets will be used to help the students understand the topic, along with several websites: http://www.historyplace.com/civilwar http://www.americanhistory.about.com/cs/civilwardocument http://www.civilwar.com http://www.civil-war.net http://valley.vcdh.virginia.edu/

  5. Day 1: • Students will receive American Civil War Timeline • Students will receive “What Caused the Civil War” worksheet to read through together in class • Discussion about what we think started the Civil War • Students will receive “An Overview of Slavery” worksheet for homework Day 2: • “What Rights Did Slaves Have?” worksheet; we will read through • it together and answer questions orally • Students will receive “Not All Southerners Were Slaveholders” • and “Northerners Had Slaves Too” worksheets for homework • Students will receive a spelling list that contains 35 words • pertaining to the Civil War; quiz will be given in two (2) days

  6. Day 3: • Students will receive information about the Civil War leaders and people of interest of the North and South • Students will receive the “Compare the Leaders” worksheet for homework Day 4: • Students will have small spelling quiz; a total of 100 points • Students will then receive worksheet with a map of the states that were involved in the Civil War • Students will begin the study of several battles of the Civil War and will be asked to write a small paper (one half page) about one battle of their choosing. Papers will be due in two (2) days

  7. Day 5: • Students will spend much of the day on the computers visiting websites about the Civil War • http://valley.vcdh.virginia.edu/ Students will proceed to this website and will choose an activity to complete Day 6: • Students will turn in short papers about certain battle of the Civil War • Students will receive information about what it was like to be a soldier involved in the Civil War • As a class, we will discuss the aspects of being a soldier • Students will be asked to write a letter describing their first few days as a soldier during the Civil War

  8. Day 7: • Students will begin their research papers that are due in three (3) days • Students will be given their subject for their papers and will proceed to look up information on the computer, along with their notes and worksheets • “The Gettysburg Address” worksheet is to be done for homework Day 8: • Students will have a fun day today!  • Students will split up into small groups of four (4) and choose whether they are slaves, generals, or soldiers • Students will develop and perform a short skit at the end of the day • Students will also learn how West Virginia became a state in 1863 • “Fact or Fiction” worksheet is to be done for homework

  9. Day 9: • Students will have a surprise pop quiz today on ten (10) questions about the Civil War and twenty (20) spelling words • Students will receive information about songs that were penned during the American Civil War including: Battle Hymn of the Republic, Dixie Land, and Glory; Glory; Hallelujah! • Students will spend the rest of the day working on their papers that are due the next day Day 10: • The last and final day of the Civil War unit will consist of in-class discussion about the surrender at the Appomattox Court House and the reason why it is important to learn about the Civil War • Students will turn in their papers

  10. Learner Participation • Students will stay on task by participating in various activities and completing tasks assigned • Students will be able to express their opinion about what they thought caused the American Civil War

  11. Evaluation • The evaluation process will consist of a 2-4 page paper: “What was the American Civil War?” • Students will be asked to write about the causes and effects of the war, the most influential leaders, and also the most important battles of the war.

  12. The End

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