Goals & Objectives
Students will work in groups of four to collect and examine information concerning a particular state that was a participant in the civil war. As a group students will be able to identify key factors as to why their state took the position it did, which side they were on, how the population of their states affected their success in the war, what were the key geographical features of their state that helped/hindered their armies, and show how the location of their state played in the battles fought in the war.
California State Content and Common Core Standards
CA State:
8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
1. Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction).
2. Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry Clay's American System).
8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
1. Describe the development of the agrarian economy in the South, identify the locations of the cotton-producing states, and discuss the significance of cotton and the cotton gin.
2. Trace the origins and development of slavery; its effects on black Americans and on the region's political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey).
3. Examine the characteristics of white Southern society and how the physical environment influenced events and conditions prior to the Civil War.
4. Compare the lives of and opportunities for free blacks in the North with those of free blacks in the South.
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Common Core Writing:
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed
6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
8. Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis reflection, and research.
Common Core Reading:
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
8. Distinguish among fact, opinion, and reasoned judgment in a text.
9. Analyze the relationship between a primary and secondary source on the same topic.
8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
1. Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction).
2. Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry Clay's American System).
8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
1. Describe the development of the agrarian economy in the South, identify the locations of the cotton-producing states, and discuss the significance of cotton and the cotton gin.
2. Trace the origins and development of slavery; its effects on black Americans and on the region's political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey).
3. Examine the characteristics of white Southern society and how the physical environment influenced events and conditions prior to the Civil War.
4. Compare the lives of and opportunities for free blacks in the North with those of free blacks in the South.
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Common Core Writing:
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed
6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
8. Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis reflection, and research.
Common Core Reading:
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
8. Distinguish among fact, opinion, and reasoned judgment in a text.
9. Analyze the relationship between a primary and secondary source on the same topic.
Vocabulary
· Union State
· Union Occupied
· Confederate State
· Union Forces
· Confederate forces
· Execute
· Battle of Gettysburg
· Emancipation
· Innovation
· Compromise of 1850
· Abolition
· Underground Railroad
· Union Occupied
· Confederate State
· Union Forces
· Confederate forces
· Execute
· Battle of Gettysburg
· Emancipation
· Innovation
· Compromise of 1850
· Abolition
· Underground Railroad
Lesson Introduction
The teacher will introduce the project to the class. The teacher will explain that every group has a different state but every group member has a different task to complete for the finale project. The teacher will go over the requirements and the grading scale for the project and individual grading.
The teacher will then walk around the room with a stack of notecards. Each notecard has the name of a state on the backside of it. As the teacher walks around the room they will give a card to each student. The students will be asked to write their name on the front side (the blank side) of the card. The teacher will then designate areas of the classroom for each state to meet. Once all of the group members have moved to the assigned area student will sit down.
The teacher will then walk around the room with a stack of notecards. Each notecard has the name of a state on the backside of it. As the teacher walks around the room they will give a card to each student. The students will be asked to write their name on the front side (the blank side) of the card. The teacher will then designate areas of the classroom for each state to meet. Once all of the group members have moved to the assigned area student will sit down.
Content Delivery
The teacher will pass out the instructional packets to each student which contains; the grading rubrics, project instructions, and group guidelines. Students are to look over their packet as a group. While reviewing the packet students will pick an individual group role. Once each group member has been assigned a role each student will write their role on the back of their notecard. Students will submit their notecard at the end of the period of the first day of project.
Student Engagement
Students will work with their group to collect information on their state to answer the questions that are required to complete their project. Each student will focus on a certain section of information to collect, depending on their group role. After each student has gathered their information on their state the group will put the information together to create a either a state newspaper or brochure.
The newspaper or brochure is to be presented to the class in a way where it presents the downfalls to their state but at the same time trying to persuade people to come to their state.
The newspaper or brochure is to be presented to the class in a way where it presents the downfalls to their state but at the same time trying to persuade people to come to their state.
Lesson Closure
At the end of each day while working on the project student are to provide the teacher with one new fact they learned about their state.
On the day of group presentations each student is to write a letter to the state that convinced them the most to visit or move to their state.
On the day of group presentations each student is to write a letter to the state that convinced them the most to visit or move to their state.
Assessment
Students will present to the class a group project that will reflect their ability to collect and display the information they have learned about their assigned state. By writing a letter to another state they will be showing what they learned and comparing other states.
Accommodations
Students who need accommodations will be provided them on a need by need basis