Civil War Unit Plan

Unit Title: Chapter 8 Civil War

Subject/Grade: Minnesota History / 6th grade Go to Civil War Unit Outline

Teacher Name: Sommers / Mahon

Unit Introduction: Civil War in the U.S. and its effects on Minnesotans

1.  Standards and Benchmarks:

8. The Civil War
Enduring Understanding(s) / Essential Question(s) / State Standard(s) / State Recommended Assessment Benchmarks
Students will list the main causes of the Civil War.
Students will describe the experience of a Minnesota Soldier during the Civil War.
Students will identify key Minnesotans who were effected by Minnesota’s standing as a free state, yet one in conflict regarding racial equality. / What was the difference between the Northern and Southern U.S. during the Civil War?
Why were there conflicting attitudes toward slavery in the United States? / ê The student will acquire skills of chronological thinking. / 1. Students will develop a chronological sequence of persons, events and concepts in each historical era studied in these grades.
ê The student will know and understand Minnesota’s role in the Civil War and the impact of the Dakota War of 1862. / 1. Students will describe the attitudes of Minnesotans toward slavery in the period before the Civil War and analyze the factors shaping these attitudes.
2. Students will describe Minnesota’s role in the Civil War, both on the home front and on the battlefront, including the role of the First Minnesota Regiment.
ê The student will recognize the importance of individual action and character in shaping civic life. / 1. Students will identify people who have dealt with challenges and made a positive difference in other people’s lives and explain their contributions.

2. Enduring Understanding(s): Students will list the main causes of the Civil War.

Students will describe the experience of a Minnesota Soldier during the Civil War.

Students will identify key Minnesotans who were effected by Minnesota’s standing as a free state, yet one in conflict regarding racial equality.

3. Essential Question(s):

o What was the difference between the North and the South during the Civil War?

o Why were there conflicting attitudes toward slavery in the United States?

4. Summative Assessment:

o A-Z Taxonomy

o What I Know

5. Formative Instruction and Formative Assessments:

o Vocabulary Box activity
o George & the Voyageur Reading and Question Guide / o Primary Source Readings from Civil War
o Circle frame map and double bubble map

6. Differentiation:

o Choices made in vocabulary exercise
o Diary choices on topics and style (drawing, symbols, writing) / o Taped listening to story and/or read along

7. Academic Language (vocabulary):

o See vocabulary in Lesson #2

8. Concepts:

o Slavery v. Abolition

o Regional Differences / Economic Difference

9. Skills:

o Map reading / o Diary writing - 1st person narrative made / Plotting a course on a map

10. Resources:

o Northern Lights, Chapter 8
o “North Star”, DVD or Video / o Soldiers Heart, by Gary Paulsen / o  Civil War Primary Source readings

11. Extensions:

o Soldiers Heart – Audio of the entire book