Cole Shain

Grade 6: Social Studies

Civil War: Secession
Date 3/21/14 Total amount of time 45 min Time 11:40 12:25 am

I. Objectives
Learning Objectives SWBAT explain the causes the caused the civil war.
SWBAT identify on a map the states that seceded from the Union and those
that remained in the Union.
Subject SOL USI.9c The student will demonstrate knowledge of the causes, major events,
and effects of the Civil War by
c) Identifying on a map the states that seceded from the Union and those
that remained in the Union.

Aesthetics
6.16 The student will identify how visual language communicates personal
meaning. (Creating their own poster and political cartoon)
II. Materials for Learning Activities
To be used by the teacher: To be used by the students:
Smart Board
Southern Secession Notes
One set of notes filled out.
Venn Diagram Sheets
Construction Paper
Social Studies Notebook
Scissors
Glue Stick
III. Procedures for Learning Activities
Introduction
11:40-11:50
10 minutes
LINK: Why would you and a friend disagree on something? I know I have
disagreed with my friends and family members. What were some of the
disagreements between the North and the South? [SOCIOLOGY]
HOOK: Today we are going to look at the events and causes that led to
secession of southern states. What does secession mean to you?
Instructional Strategies
11:50 12:20
30 minutes
RAP: Comparing North and South beliefs.
o Have students build and fill out the Venn-Diagram of Northern
and Southern Beliefs. [SOCIOLOGY]
o Have student fold the Venn-Diagram sheet hotdog style and cut
three slits to make sections (North, Both, and South).
o Fill it out and glue into social studies notebook.
o Have a classroom discussion. What does it mean to have
different cultural beliefs and understandings? What does it
mean to be morally right? Why did the South fight the Union?
Why were their beliefs so different from the North?
[COMMUNICATION]
It is important to note that friends and family members fought against
each other in the Civil War. Have you ever been in a disagreement with
a family member or friend? How did you handle it?
When discussing sensitive topics, how might you respond while
simultaneously respecting someone elses opinion? [CIVICS] building a
community feel.
WOW: Southern Secession notes.
o Put the notes on the smart board from the smart board lesson.
o Why did the southerners believe that abolition of slavery would
destroy their regions economy? What invention led to the
increased need in slave labor, cotton gin?
o Missouri Compromise: Was an issue surrounding the idea of
slavery. Some people wanted slavery to exist, while others
believed it was morally wrong. The compromise prohibited
slavery north of the parallel 36 degree 30 north.
o Compromise of 1850: Was a compromise drafted by Senator
Henry Clay of Kentucky. It was about the new territories that
were acquired and whether or not they would become slave
states or Free states.
o Kansas-Nebraska Act: 1854 Created Kansas and Nebraska.
Slavery in these territories was determined through popular
sovereignty. Popular sovereignty was that people decided
whether or not slavery would be about.
WIO: Draw a picture or symbol to represent the beliefs of the North or
the South OR draw a political cartoon supporting the beliefs of the
North or the South. [CREATIVITY]
Summary
12:20-12:25
5 minutes
What led to secession of the Southern States?
Do you have any confusions or questions about what we just went
through?
How did the Missouri compromise affect the existence of slavery in the
new territories?
How might differences in beliefs and cultures tie into our world today?
Extensions Create a poster persuading people to become a supporter of the North
or the South.
Students will explore posters from this time period and analyze the
characteristics of this propaganda.
[CRITICAL THINKING]
IV. Assessment
Formative Looking for answers that accurately tell why the South wanted to
separate from the Union.
What was the first battle that started the Civil War? Fort Sumter.
Monitor and check on students comic strips or drawings of their
interpretations of the beliefs of the North or South.
Summative None for this lesson.
V. Differentiation
Student A will receive notes that are already filled in. She has dyslexia.
Students will fill out a graphic organizer to visualize the information in
an organized way. The foldable will benefit those who are already visual
learners as well as kinesthetic.
Creating a political cartoon or drawing helps students that are visual
learners. It allows them to express their knowledge through drawings.
The extension activity allows students to be challenged, pushing their
creativity and critical thinking skills.
An additional teacher will be in the classroom to help follow the IEPs of
certain students.
Complexity of discussion questions will vary giving an opportunity for
everyone to share based on their content by readiness.
o Students will be asked to recall information as well as provide
explanations.
VI. Technology Integration
Smart Board