Grade 5

Social Studies

Unit: 09 Lesson: 01

Lesson Synopsis:

The lesson focuses on the political, economic, geographic, and social differences by region that contributed to sectionalism and led to the Civil War in 1861.

TEKS:

5.4 / History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to:
5.4B / Identify and explain how changes resulting from the Industrial Revolution led to conflict among sections of the United States.
5.4E / Identify the causes of the Civil War, including sectionalism, states’ rights, slavery, and the effects of the Civil War, including Reconstruction and the 13th, 14th, and 15th amendments to the US Constitution.
5.8 / Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to:
5.8A / Identify and describe the types of settlement and patterns of land use in the United States.
5.8B / Explain the geographic factors that influence patterns of settlement and the distribution of population in the United States, past and present.
5.8C / Analyze the reasons for the location of cities in the United States, including capital cities, and explain their distribution, past and present.
5.12 / Economics. The student understands the impact of supply and demand on consumers and producers in a free enterprise system. The student is expected to:
5.12B / Evaluate the effects of supply and demand on business, industry, and agriculture, including the plantation system, in the United States.

Social Study Skills TEKS:

5.24 / Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
5.24D / Identify different points of view about an issue, topic, or current event.
5.24E / Identify the historical context of an event.
5.25 / Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
5.25B / Incorporate main and supporting ideas in verbal and written communication.
5.25D / Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.
Getting Ready for Instruction
Performance Indicator:
  • Create a 3-section graphic organizer that conveys the different sectional viewpoints (North, South, West) on critical issues that led to the Civil War, including economic, political, social, and geographic differences. Explain the differences by writing an acrostic poem that reflects the causes of the Civil War. (5.4E; 5.8B; 5.12B; 5.24D, 5.24E;5.25B, 5.25D)
  • 5B

Key Understandings and Guiding Questions:
  • Las diferencias políticas, económicas y sociales pueden llevar a conflictos entre regiones y crear efectos duraderos en las estructuras culturales, económicas y políticas de una sociedad.

—¿De qué manera los cambios que resultaron de la Revolución Industrial llevaron a un conflicto entre las secciones de los Estados Unidos?

—¿Cuáles fueron las causas y los efectos de la Guerra Civil?

—¿Qué tipos de asentamientos y patrones de uso de la tierra se pueden encontrar en los Estados Unidos?

—¿Qué factores geográficos ejercen influencia en los patrones de asentamiento y en la distribución de la población en los Estados Unidos, tanto en el pasado como en el presente?

—¿Qué efectos tienen la oferta y la demanda sobre los negocios, la industria y la agricultura delos Estados Unidos?

Vocabulary of Instruction:

©2012, TESCCC01/07/13page 1 of 7

Grade 5

Social Studies

Unit: 09 Lesson: 01

  • seccionalismo
  • derechos de los estados
  • secesión
  • guerra civil
  • federalismo
  • esclavitud
  • abolición

©2012, TESCCC01/07/13page 1 of 7

Grade 5

Social Studies

Unit: 09 Lesson: 01

Materials:
  • Refer to Notes for Teacher section for materials.

Appropriate materials may be substituted as needed to incorporate district resources and availability.

Attachments:

  • Teacher Resource PowerPoint:American Civil War
  • Handout: The Point of View of the North (1 per group)
  • Handout: The Point of View of the South (1 per group)
  • Handout: The Point of View of the West (1 per group)
  • Handout: Regional Research by PEGS (1 per student)
  • Handout: Reasons for Sectionalism (1 per student)
  • Handout:PEGS Information for the North (1 per group)
  • Handout:PEGS Information for the South (1 per group)
  • Handout: PEGS Information for the West (1 per group)
  • Handout: History Brown Bag Report (1 per student)
  • Handout: Respectful debate responses (1 per student)

Resources and References:
Advance Preparation:
  1. Become familiar with content and procedures for the lesson, including causes of the Civil War (sectionalism) and rules for debate.
  2. Refer to the Instructional Focus Document for specific content to include in the lesson.
  3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
  4. Preview materials and websites according to district guidelines.
  5. Prepare materials and handouts as necessary.

Background Information:

This lesson addresses sectionalism and the causes of the Civil War. Over time, the political, social, and economic differences between the different sections or regions of the United States became wider (North, South, and West). These great differences led to a split in the country – a split that had long-lasting effects on the political, economic, and social structures of the United States. The fifth grade standards do not address in detail the Civil War, but rather focus on students building an understanding of the context of the Civil War. The Civil War was the culmination of events and issues. States’ rights, the authority of the federal government, and slavery are significant issues that contributed to a devastatingcivil war that lasted from 1861 to 1865.

Getting Ready for Instruction Supplemental Planning Document

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

Instructional Procedures
Instructional Procedures / Notes for Teacher
ENGAGE–Making Inferences / NOTE: 1 Day = 50 minutes
Suggested Day 1–15 minutes
  1. Show the Teacher Resource PowerPoint:American Civil War
  1. Pair, Square, Share Activity:
  • PAIR:
  • Organize students into pairs. Without announcing the topic of this unit, ask student pairs to study the map and make three (3) guesses that might be the topic of this unit. (Possible answers may include: Civil War, War Between the States, division between the north and the south, etc.)
  • Show Slide 3. With the same partner, students answer the following questions:
  • What are 3 differences between the North and the South
  • What is one advantage or benefit the North had?
  • What is one advantage or benefit the South had?
  • SQUARE: Student pairs find another pair to make a square.
  • SHARE: Student pairs share their guesses and their inferences.
  1. Students volunteer to share inferences with the class.
  1. Script student answers on the board for discussion.
/ Attachments:
  • Teacher Resource PowerPoint: American Civil War
Purpose:
  • The purpose of this section of the lesson is to introduce students to the causes for the American Civil War.
TEKS: 5.4E; 5.24D, 5.24E
EXLORE–Review Civil War / Suggested Day 1 (continued) – 10 minutes
  1. Play a “True or False Slap Down” game to review the who, what, where, when, and why of the Civil War.
  1. Distribute an index card to each student.
  1. Students tear the notecard into 2 equal squares approximately the size of a sticky note.
  1. Students write “True” on square, “False” on the other square, and hold one square in each hand.
  1. The Teacher reads a statement (see statements below).
  1. Students have three seconds to think if the statement is “True” or “False.”
  1. The teacher counts “1-2-3,” and then students slap down the square on their desk that reflects their answer.
  1. The teacher clarifies/verifies the correct answers, making sure all students’ answers are valued. (Those who got the answer correct are validated, and those who got the answer incorrect just learned something new, so everyone “wins” in this game.)
  1. Statements for “True or False Slap Down” game:
  • Statement #1: The Civil War was a conflict between the Eastern States and the Western States. 1-2-3 Slap Down!
(After students share answers with a partner, the teacher clarifies/verifieswith the correct response: False. The conflict was between the Northern States and the Southern States.)
  • Statement #2: A Civil War is a conflict between the people of the same country. 1-2-3 Slap Down!
(After students share answers with a partner, the teacher clarifies/ verifieswith the correct response: True.)
  • Statement #3: The U.S. Civil War began in 1861 and ended in 1910. 1-2-3 Slap Down! (After students share answers with a partner, the teacher clarifies/ verifieswith the correct response: False. It began in 1861 and ended in 1865.)
  • Statement #4: The U.S. Civil War took place in the United States. 1-2-3 Slap Down! (After students share answers with a partner, the teacher clarifies/ verifieswith the correct response: True.)
  • Statement #5: The one and only main cause of the Civil War was because some states wanted slavery and other states did not. 1-2-3 Slap Down! (After students share answers, the teacher clarifies/ verifieswith the correct response: False. There were three main reasons: States’ Rights, Slavery, and Secession.)
/ Materials:
  • Index card (1 per student)
Purpose:
  • The purpose of this section of the lesson is to review the who, what, where, when, and why facts associated with the Civil War.
TEKS: 5.4E
EXPLORE–Research PEGS / SuggestedDay 1 (continued) – 25 minutes
  1. Organize students into groups of 3.
  1. Assign each group a regional point of view and distribute the appropriate handouts:
  • Handout: The Point of View of the North (1 per group)
  • Handout: The Point of View of the South (1 per group)
  • Handout: The Point of View of the West (1 per group)
  1. Distribute the Handout: Regional Research by PEGS (1 per student).
  1. Using the Handout:Regional Research by PEGS (1 per student), review the terms “political, economic, geographic, and social”to assist students in better understanding and application of the categories (political, economic, geographic, and social) to the regions assigned.
  1. Student groups silently read their assigned point of view material. Then group members collaborate to discover the political, economic, geographic, and social issues associated with their region and record their discoveries on the Handout:Regional Research by PEGSin the “PEGS ROUND ONE” section.
/ Attachments:
  • Handout: The Point of View of the North (1 per group)
  • Handout: The Point of View of the South (1 per group)
  • Handout: The Point of View of the West (1 per group)
  • Handout: Regional Research by PEGS (1 per student)
Purpose:
  • The purpose of this section of the lesson is for students to understand there werevarious points of view regarding the Civil War and to begin to understand the concept of sectionalism.
TEKS: 5.4B, 5.4E; 5.8A, 5.8B, 5.8C; 5.12B; 5.24D, 5.24E;5.25B, 5.25D
EXPLAIN–Sectionalism / Suggested Day 2 –20 minutes
  1. Distribute the Handout: Reasons for Sectionalism (1 per student).
  1. Explain the definition of “sectionalism.” (Sectionalism can be defined ashaving loyalty to one section of the nation rather than loyalty to the nation as a whole.)
  1. One student from each group reports their findings from theHandout:Regional Research by PEGScompleted in Day 1.(See Instructional Note for group reporting ideas.)
  1. Students take notes on the Handout: Reasons for Sectionalism (1 per student) as students present.
  1. The teacher clarifies/verifies information at the end of each regional presentation.
  1. Students discuss what they learned about the changes in the United States because of sectionalism.
/ Attachments:
  • Handout: Reasons for Sectionalism (1 per student)
Purpose:
  • The purpose of this section of the lesson is to allow students to take notes during student presentations as they deepen their understanding of section.
Instructional Note:
  • If there are several groups reporting on each region, each presenter can share only one part of the information. For example if there are four (4) groups reporting the Point of View of the North, one student could report the political issues, the second student could report the economic issues, the third student could report the geographic issues, and the fourth student could report the social issues.
TEKS: 5.4B; 5.4E; 5.8A; 5.8B; 5.8C; 5.12B; 5.24D; 5.24E; 5.25B; 5.25D
EXPLORE / Suggested Day 2 –30 minutes
  1. Students continue with their assigned group of three to further research their assigned region.
  1. Distribute the following handouts to the appropriate regional groups of three:
  • Handout:PEGS Information for the North (1 per group)
  • Handout:PEGS Information for the South (1 per group)
  • Handout:PEGS Information for the West (1 per group)
  1. Students continue to research their region using the handouts listed above.
  • Students add new information to their Handout: Regional Research by PEGS (from Day 1) in the “PEGS ROUND TWO” section ensuring they include answers to the following questions:
  • What types of settlement and patterns of land use can be found in your region?
  • What geographic factors influence patterns of settlement and the distribution of population in your region?
  • What are the effects of supply and demand on business, industry, and agriculture in your region?
  • How did the Industrial Revolution affect your region?
  1. Distribute the Handout: History Brown Bag Report (1 per student).
  1. Explain this project for Day 3 so that students may bring artifacts from home to help fill their bags. (Allow student groups approximately 5 minutes at the end of class to brainstorm the items they want in their bag and if anyone needs to bring items or pictures from home.)
/ Materials:
  • Handout: Regional Research by PEGS (used in Day 1)
Attachments:
  • PEGS Information for the North (1 per group)
  • PEGS Information for the South (1 per group)
  • PEGS Information for the West(1 per group)
  • Handout: History Brown Bag Report (1 per group)
TEKS: 5.4B; 5.4E; 5.8A; 5.8B; 5.8C; 5.12B; 5.24D; 5.24E; 5.25B; 5.25D
Purpose:
  • The purpose of this section of the lesson is to allow students to conduct further research regarding sectionalism and issues surrounding the Civil War.

EXPLORE – History Brown Bag Report / Suggested Day 3 –50 minutes
  1. Students prepare aHistory Brown Bag Report.
  1. Student group members work collaboratively to accomplish the following:
  • Decorate the front of the bag to look like the regional area at the time researched (1861).
  • Complete a 4-3-2-1 Summary (see Handout: History Brown Bag Report for details.)
  • Gather items/artifacts to go inside the bag that reflect the region. Ideas may include but are not limited to the following:
  • Pictures of the typical clothing from this area (this may be drawn or printed from the computer)
  • Famous machines or inventions that came from or were used in this region
  • Artifacts from the region (for example, a cotton ball could be placed in the bag for the South since many cotton plantations were located in the south)
  • Pictures of famous people from this region during the Civil War
(Encourage students to be creative.) / Materials:
  • Magazines
  • Scissors
  • Glue
  • Computer and printer access
  • Brown Paper Bags - Large (1 per group)
  • Handout: History Brown BagReport (distributed Day 2)
Purpose:
  • The purpose for this section of the lesson is for students to work collaboratively and creatively as they synthesize and summarize the main ides associated with their regional research.
Instructional Note:
  • The teacher should ensure that all group members are actively engaged and responsible for part of the project.
TEKS: 5.4B; 5.4E; 5.8A; 5.8B; 5.8C; 5.12B; 5.24D; 5.24E; 5.25B; 5.25D
EXPLAIN –Take a Cruise / Suggested Day 4 –20 minutes
  1. Students display History Brown Bag Reports around the room.
  1. Students “Take a Cruise” to at least 3 different bags as the bags “explain” the information for that region.
  • Read the information in and on the bag
  • Add new information theirHandout: Reasons for Sectionalism from Day 2.
/ Materials:
  • Handout: Reasons for Sectionalism(distributed Day 2)
Purpose:
  • The purpose of this section is for students to deepen their understanding of sectionalism.
TEKS: 5.4B; 5.4E; 5.8A; 5.8B; 5.8C; 5.12B; 5.24D; 5.24E; 5.25B; 5.25D
ELABORATE – Making connections / Suggested Day 4 –30minutes
  1. Facilitate a classroom discussion using the following “connection” questions.
  • How did the Industrial Revolution contributreto conflict among sections of the United States?
  • What were three major causes of the Civil War and what effect did this war have on the country?
  • What supply and demand issues in business, industry, and agriculture existed in your region?
  • What types of settlement and patterns existed in your region and what cities do we have today because of these settlements?
  • What geographic challenges were associated with your region?
  1. Encourage responses from each region.
  1. The teacher should clarify/verify as appropriate.
/ Purpose:
  • The purpose of this section of the lesson is to encourage students to take their research findings and make connections to the Industrial Revolution, the effects the Civil War had on the whole country, the supply-demand issues for their region, settlement patterns, and geographic challenges.
TEKS: 5.4B; 5.4E; 5.8A; 5.8B; 5.8C; 5.12B; 5.24D; 5.24E; 5.25B; 5.25D
EXPLORE – Debate / Suggested Day 5 –30 minutes
  1. Teacher explains rules of the debate and models respectful debate responses sentence starters.
  1. DEBATE: Students explain the perspective of the region they studied. Students participate in a three-way debate on tariffs, states’ rights, and secession in 1861.
  1. Debate Questions:
  • Who should decide the issue of slavery – the nationalgovernment or state governments?
  • Should the U.S. place a tariff on goods imported from other countries? Why or why not?
  • Should the southern states secede from the nation? Why or why not?
  1. Follow the simple rules of debate, giving each side one response, then a rebuttal, and then open argument time, giving all 3 sides equal time for each topic with the teacher as moderator. Caution students to listen carefully to what is being said and respond appropriately.
/ Attachments:
  • Handout:Respectful debate responses (1 per student or teacher may create an anchor chart for all to see)
Purpose:
  • The purpose of this lesson is for students to learn the rules of debate, how to be respectful of various opinions, and the point of view from various regions.
TEKS: 5.4B; 5.4E; 5.8A; 5.8B; 5.8C; 5.12B; 5.24D; 5.24E; 5.25B; 5.25D
EXPLAIN / Suggested Day 5 –20 minutes
  1. After the debate, students discuss what they learned about the regional differences that led to the Civil War.
  1. Students write a response stating what they believe were the causes of the Civil War, noting the sectionalism issues for the north, the south, and the west.
/ TEKS: 5.4B; 5.4E; 5.8A; 5.8B; 5.8C; 5.12B; 5.24D; 5.24E; 5.25B; 5.25D
EVALUATE / Suggested Day 6 –50 minutes
  • Create a 3-section graphic organizer that conveys the different sectional viewpoints (North, South, West) on critical issues that led to the Civil War, including economic, political, social, and geographic differences. Explain the differences by writing an acrostic poem that reflects the causes of the Civil War. (5.4E; 5.8B; 5.12B; 5.24D, 5.24E;5.25B, 5.25D)
5B / TEKS:5.4E; 5.8B; 5.12B; 5.24D, 5.24E;5.25B, 5.25D

©2012, TESCCC01/07/13page 1 of 7