wcpsselementarysocialstudies.pbworks.comwcpsselementarysocialstudies.pbworks.com/w/file/fetch/... · Web viewCONTINUOUS WORK In PROGRESS - Revised 7-23-12Unit Overview. Objectives:

Unit OverviewObjectives:

5.H.1 Analyze the chronology of key events in the United States.5.H.1.3 Analyze the impact of major conflicts, battles, and wars on the development of our nation through Reconstruction.

5.H.2 Understand the role of prominent figures in shaping the United States.5.H.2.3 Compare the changing roles of women and minorities on American society from Pre-Colonial through Reconstruction.

5.G.1 Understand how human activity has and continues to shape the United States.5.G.1.3 Exemplify how technological advances (communication, transportation and agriculture) have allowed people to overcome geographic limitations.5.G.1.4 Exemplify migration within or immigration to the United States in order to identify push and pull factors.

5.C&G.2 Analyze life in a democratic republic through rights and responsibilities of citizens.5.C&G.2.1 Understand the values and principles of a democratic republic.

5.C.1 Understand how increased diversity resulted from migration, settlement patterns and economic development in the United States.

5.C.1.4 Understand how cultural narratives (legends, songs, ballads, games, folk tales, and art forms) reflect the lifestyles, beliefs, and struggles of diverse ethnic groups.

Essential Questions:

How can growth and change have an impact on the land and the people of a nation?How did increased diversity in the United States impact the lifestyles, beliefs and struggles of the diverse ethnic groups?What role did technology and geography play in the development of the United Stated throughout the 1800s?How did Americans work to reform the United States and create a distinct culture?How have key events in American history helped to shape and create the country that we live in today?

Assessment:Assessment should be done throughout the unit, as you see student understanding of concepts through class discussion. Short quizzes can be given at any appropriate time within the unit, based on the essential questions of the lesson. Several quizzes are embedded within the unit, but these can be altered at teacher discretion. By the end of the unit, students should be able to answer all of the essential questions listed above using the cumulative assessment. The goal is to understand concepts rather than memorize facts.

CONTINUOUS WORK In PROGRESS - Revised 7-23-12

Day Standard Essential Question Lesson Title Teacher Preparation

Assessment

1-2 Analyze the impact of major conflicts, battles, and wars on the development of our nation through Reconstruction.Compare the changing roles of women and minorities on American society from Pre-Colonial through Reconstruction.

How can growth and change have an impact on the land and the people of a nation?

How did increased diversity in the United States impact the lifestyles, beliefs and struggles of the diverse ethnic groups?

What role did technology and geography play in the development of the United Stated throughout the 1800s?

How did Americans work to reform the United States and create a distinct culture?

Introduction to the Civil War and Reconstruction

Copy questions handoutObtain supplemental books from the library

Informal Observation

3 Analyze the impact of major conflicts, battles, and wars on the development of our nation through Reconstruction.Compare the changing roles of women and minorities on American society from Pre-Colonial through Reconstruction.



Brainstorming NA Informal Observation




North vs. South – Preparing for Debate

Make copies of action plansFind Pro-North and Pro-South articles

Informal Observations




North vs. South – Conducting the Debate

Copies of the rubrics

Debate Rubrics

6-7 Exemplify how technological advances (communication, transportation and agriculture) have allowed people to overcome geographic limitations.Exemplify migration within or immigration to the United States in order to identify push and pull factors.Understand how cultural narratives (legends, songs, ballads, games, folk tales, and art forms) reflect the lifestyles, beliefs, and struggles of diverse ethnic groups.



Follow the Drinking Gourd

Obtain booksCopy handouts

Paragraph writeup/rubric

8-10 Analyze the impact of major conflicts, battles, and wars on the development of our nation through Reconstruction.Compare the changing roles of women and minorities on American society from Pre-Colonial through Reconstruction.Exemplify how technological advances (communication, transportation and agriculture) have allowed people to overcome geographic limitations.Exemplify migration within or immigration to the United States in order to identify push and pull factors.Understand the values and principles of a democratic republic.Understand how cultural narratives (legends, songs, ballads, games, folk tales, and art forms) reflect the lifestyles, beliefs, and struggles of diverse ethnic groups.




How have key events in American history helped to shape and create the country that we live in today?

Civil War Project

Copies of rubrics

Projects

11-12

Analyze the impact of major conflicts, battles, and wars on the development of our nation through Reconstruction.Compare the changing roles of women and minorities on American society from Pre-Colonial through Reconstruction.Understand the values and principles of a democratic republic.


How did Americans work to reform the United States and create a distinct culture?

How have key events in American history helped to shape and create the country that we live in today?

Reconstruction Copies of writing promptCopies of rubric

Informal observationsWriting responsesFlashcard flipbooks

13 All objectives All questions Unit Test Copy Test Test

14-20

All objectives All questions Social Studies Fair

Copy Project Guidelines

Rubric

Lesson Concept and Purpose: Introduction to Civil War and Reconstruction

Days 1-2Essential Question:

How can growth and change have an impact on the land and the people of a nation?How did increased diversity in the United States impact the lifestyles, beliefs and struggles of the diverse

ethnic groups?What role did technology and geography play in the development of the United Stated throughout the 1800s?

How did Americans work to reform the United States and create a distinct culture?Prior Knowledge:Students should have an understanding of the events leading up to the civil war. They should be able to identify the impact that previous wars have had on shaping the development of the United States.

Common Core Objective:5.H.1.3 Analyze the impact of major conflicts, battles, and wars on the development of our nation through Reconstruction.5.H.2.3 Compare the changing roles of women and minorities on American society from Pre-Colonial through Reconstruction.

Format of the lesson:Whole Group DiscussionIndependent Student Work

Materials:Harcourt Social Studies textbook pgs. 109-124 OR Adapted text (document separate text)from Harcourt Social Studies(if textbooks are not available, teachers can use books from the supplemental book list in Appendix A and the handout provided with this lesson)Handout with comprehension questions (optional-for use if no textbooks are available)

Necessary Prep:Copy questions handoutObtain supplemental books from the library

Phases of the LessonIntroductionThe teacher will post the essential question for the lesson on the board and have students share responses about what they think. Once students have shared and discussed their thoughts, the teacher should introduce and review the vocabulary for the lesson.Vocabulary-free state, slave state, fugitive, Underground Railroad, secede, civil war, emancipate, assassinate, Reconstruction, freedmen(Students should have a solid understanding of vocabulary moving through the remainder of the unit.)ActivityDay 1: (See supplemental websites for research at end of Day 4 Handout too.)Students will read through pages 109-118 in the Harcourt Social Studies text. As they read, they should answer the accompanying questions. Note: If you do not have the textbook, you can use books from the supplemental book list to have students find answers to the comprehension questions. OR About.com American History http://americanhistory.about.com/od/civilwarmenu/a/cause_civil_war.htm . Additionally, here is a video explaining the top 5 causes of the Civil War. http://video.about.com/americanhistory/Top-5-Causes-of-the-Civil-War.htm OR The Civil War for Kids site http://www2.lhric.org/pocantico/civilwar/cwar.htm

Day 2:Students will read through pages 119-124 in the Harcourt Social Studies text. As they read, they should answer the accompanying questions. Note: If you do not have the textbook, you can use books from the supplemental book list to have students find answers to the comprehension questions.

http://www2.lhric.org/pocantico/civilwar/cwar.htm

http://video.about.com/americanhistory/Top-5-Causes-of-the-Civil-War.htm


http://americanhistory.about.com/od/civilwarmenu/a/cause_civil_war.htm

ConclusionAfter the students have completed the readings and corresponding questions, have a class discussion to answer the following questions:

What were the major factors that caused the United States to break apart? How did people fight against slavery? What were the major differences between the North and the South during the late 1800s? Why was Reconstruction so important for the United States? How did Reconstruction affect the people of the United States?

HomeworkHave students imagine that they are a newspaper reporter in Kentucky during the Civil War. They should write an editorial that argues why the border state should either secede or stay in the Union, as well as find a peaceful solution to the slavery issue.

Assessment Informal observation of student participation and discussion.

Works CitedHarcourt Social Studies 5th grade textbook. Copyright 2009About.com American History- http://video.about.com/americanhistory/Top-5-Causes-of-the-Civil-War.htm Text - http://americanhistory.about.com/od/civilwarmenu/a/cause_civil_war.htm

http://americanhistory.about.com/od/civilwarmenu/a/cause_civil_war.htm


Name ______________________________________________ Date _____________

Answer the following questions in complete sentences.

Questions for Day 1 Reading

1. What are free states and slave states?

2. What was the Missouri Compromise?

3. What was the Fugitive Slave Act? Why was it important?

4. What impact did the Underground Railroad have at the time of the Civil War?

5. Name three people that fought against slavery and describe the methods that they used.

6. What happened during the election of 1860? What were the events that followed the election?

Questions for Day 2 Reading

7. How did people of the United States feel after the Battle of Bull Run?

8. What was the Emancipation Proclamation and how did it affect the events of the Civil War?

9. Explain the advantages and disadvantages for both the Union and Confederate soldiers during the war.

10. What was the turning point in the Civil War?

11. What were the effects of the Civil War?

12. What was Reconstruction and how did it affect the people of the United States?

13. How did things change after Reconstruction ended?

Lesson Concept and Purpose:

BrainstormingDay 3

Essential Question:How can growth and change have an impact on the land and the people of a nation?


Prior Knowledge:Students should have some background knowledge of the events leading up to and during the Civil War.


Format of the lesson:Whole Group InstructionGroup Discussions

Materials:Chart PaperMarkers

Necessary Prep:NA

Phases of the LessonIntroductionThis lesson will serve as a brainstorming activity, which will get students thinking about the important questions and misconceptions surrounding the events of the Civil War. Children often have preconceived ideas about the Civil War. Much of their knowledge has been gained through movies, television and previous education. They are typically surprised to discover that some of the information they have learned is inaccurate or only partly true.

Use a true/false self-assessment to gauge the student’s current thoughts on a variety of issues related to the Civil War. They can be changed based on your student’s background knowledge. Here are some sample questions that can be asked:

1. All white landowners in the South owned slaves.2. All black people in the South were slaves.3. The North did not benefit economically from the slave trade.4. Slaves lived on plantations in the South.5. All Southern plantation owners treated their slaves harshly by whipping them and selling them.6. After Reconstruction the freed slaves were welcomed in all states and treated equally.7. Industrialization in the North created jobs for whomever wanted to work, including immigrants and

freed slaves.8. Slaves were treated like members of the plantation owner’s family.9. The North was dependent on factories and the South on agriculture.10. The only cause of the Civil War was the issue of slavery.

As you progress through the unit, answers will be uncovered and children’s misconceptions can be disproved.ActivityA large part of the Civil War was the disagreement of state’s rights vs. federal power. In order to engage students in the unit and get them thinking about this issue, have them discuss the following situation: The principal represents the federal power, the teachers represent the states, and the students represent the citizens.

Have students create a 3 column chart in which they decide the responsibilities/powers belonging to the

appropriate group: principal, teachers, and students.

Once students have created their lists, have them discuss in groups the following questions, and then share their responses with the class.• Why is it necessary to have the principal make certain decisions?• How would the students feel if teachers decided on dress codes and some classes had codes while others did not?• Why is it necessary for teachers to retain control of certain decisions in their classroom?ConclusionOnce they have discussed the activity, have them think of ways that this would relate to the events leading up to and during the civil war. Make the connection to federal powers vs. state’s rights, and have students discuss why the North and the South value system would cause them to split and divide. Have them answer the question: Why would the South eventually seek to secede from the North?

Assessment Classroom observation

Works CitedLesson Adapted from NYC Department of Public Education:http://schools.nyc.gov/documents/teachandlearn/ss/7.5-Guide-Final.pdf

http://schools.nyc.gov/documents/teachandlearn/ss/7.5-Guide-Final.pdf

Lesson Concept and Purpose: North vs. South – Preparing for Debate

Day 4Essential Question:


ethnic groups?Prior Knowledge:Students should have basic knowledge of the events of the civil war, slavery, and tariffs.


Format of the lesson:Whole groupSmall group

Materials:PowerPoint on DebatesDebate Action PlansArticles for Pro-North and Pro-South

Necessary Prep:Copies of action plans Find articles for Pro-North and Pro-South

Phases of the LessonIntroductionPut the following starting sentence on the board: “What is a debate, how do people act in a debate?” Give students 2-3 minutes to discuss the question at their seats and then share out their responses. Preview the lesson by explaining that in today’s lesson we are going to learn what a debate is, and explain how to prepare for a debate on the opinions between the North and South.ActivityYou will use the PowerPoint to explain how a debate is conducted. Explain that many people have disagreements about certain things and that one way to resolve the disagreements is through debate. Explain the format of the debate:

Each side of the debate will have one minute to present their opening statements. After that, each side will have three minutes to present their sides of the debate, followed by a minute

response. The teacher will ask questions to each side. Each side will have five opportunities to present their ideas

and answer questions from the monitor.The PowerPoint will show an example of how to gather information in a graphic organizer when preparing for a debate. Once you have gone over the PowerPoint, explain that today students will prepare for a debate that will occur in the next class. Explain that half of the class will be pro-Northern, while the other side will be pro-Southern. You will decide which side is which.

Hand out a graphic organizer that is entitled “Action Plan for Debate”. Students will use articles, internet, and class notes to fill in their graphic organizers, being sure to have enough information to effectively argue their points.

Split the class in half, giving half the class pro-Northern articles, and the other half pro-SouthernArticles. Encourage students to work in groups of two to gather information from old classroom notes and the websites that they can find on their debate action plans. Assist groups that are struggling to comprehend or make the connections between the information and action plan.

Conclusion

Review the expectations for the debate: respect, silence while others are speaking, and seriousness of the process. Restate that a debate is a way to hash out disagreeing ideas in an environment that is structuredand respectful.

HomeworkStudents should review their action plans for the debate.

Assessment Informal Observation

Works CitedLesson adapted from: http://betterlesson.com/lesson/19209/lesson-5-north-versus-south-debate#/document/79632/civil-war-unit-lesson-4-debate-preparation-lesson-plan?from=tree&lessonID=19043

http://betterlesson.com/lesson/19209/lesson-5-north-versus-south-debate#/document/79632/civil-war-unit-lesson-4-debate-preparation-lesson-plan?from=tree&lessonID=19043


Name: Position: “Slavery in America is a great thing. The tariffs on the other hand, are horrible!” Agree/Disagree

Positive Information... how it helps you.


... ...

Negative Information how it hurts you how to counter the information.


Great websites to do your research:

http://www.civilwar.org/education/students/kidswebsites.html

http://www.runet.edu/~sbisset/civilwar.htm

http://www.pocanticohills.org/civilwar/cwar.htm

http://www.socialstudiesforkids.com/subjects/civilwar.htm

http://www.socialstudiesforkids.com/wwww/us/uslistcivilwar.htm

http://www.socialstudiesforkids.com/subjects/slavery.htm

Lesson Concept and Purpose: North vs. South – Conducting the Debate

Day 5Essential Question:


ethnic groups?Prior Knowledge:Students should have basic knowledge of the events of the civil war, slavery, and tariffs.



Materials:Students completed action plans from the previous dayPrepared debate questionsDebate Rubrics

Necessary Prep:Copies of the rubrics

Phases of the LessonIntroductionPut the following sentence on the board: “What kind of behavior is expected during a debate?” Have students discuss their responses as a whole class. Preview the lesson by explaining that in today’s lesson we are going to have a debate between the thoughts of the North and the South.

It is important to reiterate the importance of civility while the debate occurs. Make sure that students are clear about the rules of the debate:

o Each side of the debate will have three minutes to present their opening statements. o After that, each side will have three minutes to present their sides of the debates, followed by a minute

response. o The teacher will then ask questions to each side. Each side will have five opportunities to present their

ideas and answer questions from the monitor (the teacher). o Review the rubric that will be used to grade the different sides.

ActivityAnnounce the beginning of the debate. Begin by asking the following pre-written questions:

o Why is slavery a good thing or a bad thing?o Why are tariffs a good thing or a bad thing?o How do tariffs help or hurt people?o How does slavery help or hurt people?o If you were President of the United States, what would you do about tariffs and slavery?

Although the questions are very similar, it is very important that in the first debate, students get a feel for the format of debate. Look for the students to stay on topic, argue for their side of the debate, argue against the other side, and be respectful. Once all of the questions have been asked and answered, the teacher will close out the debate.

ConclusionOnce the debate has been closed, have a class discussion about how students felt the debate went. Have them respond to the following questions as a class:

o Did anyone get persuaded by someone from the other side?o Do you still have the same opinions about the North and the South that you had before the debate?

HomeworkHave students fill out a rubric for themselves on how well they thought their side did in the debate.

Assessment Debate Rubric

Works CitedLesson adapted from: http://betterlesson.com/lesson/19209/lesson-5-north-versus-south-debate#/document/79632/civil-war-unit-lesson-4-debate-preparation-lesson-plan?from=tree&lessonID=19043



Student Name ______________________________________________

4 3 2 1 TotalRespect for Other Team

All statements, body language, and responses were respectful and were in appropriate language.

Statements and responses were respectful and used appropriate language, but once or twice body language was not.

Most statements and responses were respectful and in appropriate language, but there was one sarcastic remark.

Statements, responses and/or body language were consistently not respectful.

Information All information presented in the debate was clear, accurate and thorough.

Most information presented in the debate was clear, accurate and thorough.

Most information presented in the debate was clear and accurate, but was not usually thorough.

Information had several inaccuracies OR was usually not clear.

Rebuttal All counter-arguments were accurate, relevant and strong.

Most counter-arguments were accurate, relevant, and strong.

Most counter-arguments were accurate and relevant, but several were weak.

Counter-arguments were not accurate and/or relevant

TotalDebate Rubric

Lesson Concept and Purpose: Follow the Drinking Gourd

Days 6-7* *Note: Students will complete the assessment on Day 7.

Essential Question:How did increased diversity in the United States impact the lifestyles, beliefs and struggles of the diverse

ethnic groups?What role did technology and geography play in the development of the United Stated throughout the 1800s?Background Knowledge:The Underground Railroad was a series of safe houses, maintained by volunteers from all ethnic groups, which were used by the slaves to escape to freedom. There were courageous actions taken by individuals that allowed slaves to safely reach the north. Along the way many slaves were surprised to find that there was a group of individuals, called Quakers, who were instrumental in guiding them to a new life. Accessing the National Parks Web Site will provide a more comprehensive overview of the routes that were taken.

Common Core Objective:5.G.1.3 Exemplify how technological advances (communication, transportation and agriculture) have allowed people to overcome geographic limitations.5.G.1.4 Exemplify migration within or immigration to the United States in order to identify push and pull factors.5.C.1.4 Understand how cultural narratives (legends, songs, ballads, games, folk tales, and art forms) reflect the lifestyles, beliefs, and struggles of diverse ethnic groups.


Materials:Internet access to research the Underground RailroadMap of the United StatesLevine, Ellen. If You Traveled the Underground Railroad. Children's Press, 1989.Winter, Jeanette. Follow the Drinking Gourd. Dragonfly Books (1988): p48.Student Handouts:-Locations on the Underground Railroad -Follow the Drinking Gourd

Necessary Prep:Obtain booksCopy handouts

Phases of the LessonIntroductionAsk students if they have ever heard of the "Big Dipper." Also ask students what the connection is between the Big Dipper and the North Star. Explain that, to some people, the Big Dipper was also known as the "Drinking Gourd." The folk song, Follow the Drinking Gourd, was actually a set of directions to help slaves escape to freedom.ActivityDay 1:Distribute Follow the Drinking Gourd worksheet to the students. You may also want to show them the book that was written as a result of the song. Divide the students into groups of three to four to work on answers to the following questions:

o How successful would slaves be by just waiting to move around at night? o How would they hide out during the day? o What effect would the weather or geographical land changes have on how quickly they would

move from one location to another? o How would the escaping slaves eat?

Tell students that the words used when talking about the escape routes formed a specialized secret vocabulary. Make sure students understand the meaning of these terms:

o The "Underground Railroad" was neither underground nor a railroad. It was a series of routes (paths, roads, trails, waterways) that started in the South, moved through the North or West (and sometimes South) and ended in Canada, the western territories, Mexico or the Caribbean.

o The "passengers" were those who had escaped their slaveholders and sought freedom. o The "conductors" were brave persons, from all ethnic groups, who risked their lives to escort

runaways to freedom. o The "station masters" risked their own safety and their homes to provide shelter for the

runaways.Once students have had sufficient time to discuss the questions above, have a class discussion about their responses. Then pose the following questions and have a class discussion relating the events of the civil war to the Underground Railroad.

o Why was the Civil War fought? o What were some of the effects of slavery on the country and on the people in the country? o Where did the funds come from to help the slaves? (volunteers, churches, Quakers,

abolitionists) o How did the slaves gain access to safe houses? (code words)

Read If You Traveled the Underground Railroad. Discuss the above questions again allowing students to add information gained from reading the book.

If you cannot obtain If You Traveled the Underground Railroad, you might prefer to use the information available on the National Parks Service's Web site related to Underground Railroad sites. Look at the “Locations on the Underground Railroad” handout and answer the following questions:

o Where was this site on the Underground Railroad? o Why did runaways still have to escape out of the North and into Canada once they managed

to get out of the South? o What was the background of the people at the site you read about? o Was there any risk to the stationmasters at this site?

ConclusionStudents should develop the skill of having a general sense of time without actually knowing the dates of each event. Place these or other major events that led to or had an impact on the Civil War on the chalkboard. Include slavery, the election of Abraham Lincoln, the Civil War, the Underground Railroad, the abolition movement, the Emancipation Proclamation, and the Fugitive Slave Law of 1793. Ask students to put these events in chronological order.

(Answer: Although there may be some flexibility in the pattern, the following order is acceptable: slavery, Underground Railroad, Abolition Movement, Fugitive Slave Law of 1793, election of Abraham Lincoln, the Civil War, the Emancipation Proclamation.)

Although these events can also be placed on a timeline, it would be a difficult task since some dates would

only be approximations and others occurred about the same time.Assessment (Day 2)

Working in groups of two, students will share with each other the importance of the volunteers who "worked" on the Underground Railroad. Partner A will discuss the work and risks of the "conductor" and Partner B will discuss the work and risks of the "station master."

Students will write a three-paragraph essay on the Underground Railroad. The first paragraph will explain its purpose and routes. The second paragraph will discuss the special vocabulary developed because of the Underground Railroad. The third paragraph will discuss the risks to the parties involved in the Underground Railroad.

Students will develop a timeline of four major events related to the abolition of slavery.

*Use the rubric provided to score the three-paragraph essay.Works Cited

http://teacher.scholastic.com/activities/bhistory/underground_railroad/index.htm - (This is a great additional resource that can be used to help students complete an interactive trip of the Underground Railroad.)Lesson adapted from: http://learningtogive.org/lessons/unit22/lesson4.htmlWinter, Jeanette. Follow the Drinking Gourd. Dragonfly Books (1988): p48.Levine, Ellen. If You Traveled the Underground Railroad. Children's Press, 1989.

http://learningtogive.org/lessons/unit22/lesson4.html

http://teacher.scholastic.com/activities/bhistory/underground_railroad/index.htm

Follow the Drinking Gourd

Follow The Drinking GourdFOLLOW THE DRINKING GOURD

When the sun goes back and the first quail callsFollow the drinking gourd

The old man is a-waitin' for to carry you to freedomFollow the drinking gourd

CHORUS:Follow the drinking gourd, follow the drinking gourdFor the old man is a-waitin' to carry you to freedom

Follow the drinking gourd

The river bed makes a mighty fine road,Dead trees to show you the way

And it's left foot, peg foot, traveling onFollow the drinking gourd

CHORUS

The river ends between two hillsFollow the drinking gourd

There's another river on the other sideFollow the drinking gourd

CHORUS

I thought I heard the angels sayFollow the drinking gourd

The stars in the heavens gonna show you the wayFollow the drinking gourd

CHORUS

Locations on the Underground Railroad

Appoquinimink Friends Meeting House (Odessa, Delaware)

The Appoquinimink Friends Meeting House, [built] in 1783, is located in a community where a strong Quaker antislavery movement existed. Two members of the congregation, John Hunn and John Alston, were two Underground Railroad “station masters.” John Hunn helped several fugitive slaves who were in the care of “conductor” Samuel Burris to escape through Delaware and into Pennsylvania to freedom in 1844. Turned in to local law officials by neighbors who lived near Hunn, the two men were sued by the owners of the fugitive slaves for loss of their property under the Fugitive Slave Law of 1793. Hunn was fined $2,500 which forced him to sell his farm. Burris was sentenced back into slavery but was later purchased from the auction block by a Philadelphia antislavery activist. John Alston worked with his cousin John Hunn, to help fugitive slaves escape to freedom. In 1841 Alston wrote in his diary: “O Lord…enable me to keep my heart and house open to receive thy servants that they may rest in their travels…”

Bethel AME Church (Indianapolis, Indiana)

Originally founded in 1836 by William Paul Quinn and Augustus Turner, the church, then known as “Indianapolis Station,” started with a small congregation that met in Quinn’s log cabin. By 1848 the church had 100 members and became active in the antislavery movement, often harboring fugitive slaves en route to Canada. Their promotion of the antislavery movement and their activities in the Underground Railroad were not well received by some members of the local community. Supporters of slavery are believed to be the cause of the fire that destroyed the church in 1862. The congregation raised money to rebuild the church in 1867. Bethel also played an important role in the community after the Civil War. Bethel opened schools for African Americans throughout the city, and a kindergarten was at one time operating in the church building.

John P. Parker House (Ripley, Ohio)

John Parker, a former slave, planned many rescue attempts of slaves held captive in the “borderlands” of Kentucky. Born a slave in Norfolk, Virginia, Parker was sold at the age of eight to a doctor in Mobile, Alabama. The doctor’s family taught him to read and write and allowed him to apprentice in an iron foundry where he was compensated and allowed to keep some of his earnings. He was later purchased by an elderly patient of the doctor’s and bought his freedom with money from his apprenticeship. He moved to southern Ohio and around 1853 established a successful foundry. Parker is believed to have assisted many slaves to escape from the Kentucky side of the Ohio River. Parker, who was well-known by regional slave catchers, risked his own life when he secreted himself back into slave territory to lead fugitive slaves to safety. Once the slaves were in Ripley, Ohio, Parker would deliver them to Underground Railroad conductors such as John Rankin in the town who would harbor the fugitives and help them to the next depot on the network.

John Rankin House(Ripley, Ohio)

Presbyterian minister John Rankin is believed to have been one of Ohio’s most active “conductors” on the Underground Railroad. In addition, he wrote Letters on American Slavery, first published in 1826. It was the first clear statement on antislavery views printed west of the Appalachian Mountains. It became standard reading for abolitionists all over the country. From 1822 to 1865, Rankin, along with this wife and children, assisted hundreds of escaped slaves in their move to freedom. Located on the Ohio River, John Rankin’s home was considered one of the first stations on this route of the Underground Railroad. It was here that Harriet Beecher Stowe heard the escaping slave’s story which became the start of her famous book, Uncle Tom’s Cabin. John Parker wrote of Rankin, “At times attacked on all sides by masters seeking their slaves, [John Rankin and his sons] beat back their [attacker], and [kept them out of their home]. A lighted candle stood as a beacon which could be seen from across the river, and like the North Star was the guide to the fleeing slave.

http://www.communitychange.org/buildcos/aboutco.htm

http://www.communitychange.org/buildcos/aboutco.htm

Rubric for Essay

Score 1 Score 2 Score 3 Score 4

Student makes an attempt but does

not provide accurate

information on any topic.

Student writes one paragraph, which includes one topic.

Student writes two paragraphs including two

topics.

Student writes three paragraphs

which include all three topics.

Lesson Concept and Purpose: Civil War Project



ethnic groups?What role did technology and geography play in the development of the United Stated throughout the 1800s?

How have key events in American history helped to shape and create the country that we live in today?Prior Knowledge:Students should have knowledge of the events of the Civil War

Common Core Objective:5.H.1.3 Analyze the impact of major conflicts, battles, and wars on the development of our nation through Reconstruction.5.H.2.3 Compare the changing roles of women and minorities on American society from Pre-Colonial through Reconstruction.5.G.1.3 Exemplify how technological advances (communication, transportation and agriculture) have allowed people to overcome geographic limitations.5.G.1.4 Exemplify migration within or immigration to the United States in order to identify push and pull factors.5.C&G.2.1 Understand the values and principles of a democratic republic.5.C.1.4 Understand how cultural narratives (legends, songs, ballads, games, folk tales, and art forms) reflect the lifestyles, beliefs, and struggles of diverse ethnic groups.

Format of the lesson:Group work

Materials:Project guidelines and rubricsComputers

Necessary Prep:Copies of rubrics

Phases of the LessonIntroductionStudents will begin working on a project that will show what they have learned throughout the unit of study. Introduce the project by showing the students the handout with the project options and the accompanying rubrics. Students will work in groups of 3-4 to complete this project. You may assign the groups or let them choose.ActivityDays 1-2:Students will choose one of the five projects to complete. As they work through the creation of the project, students should use the rubric to guide them in their creation. All projects will be scored using 5 criteria: Content, Creativity, Participation, Presentation, and Write Up. Students will have two days to create their projects and write-ups to be presented to the class.ConclusionDay 3:

Student groups will present their completed projects to the class.Assessment

Project RubricsWorks Cited

Activity Adapted from: http://www.kennesaw.edu/civilwarera/lessonplans/k-5/civil_war_reconstruction.pdf

Civil War Project GuidelinesWe have spent the last week learning about our country’s civil war. Now you will use the information that you have gathered to work in a group of 3-4 to complete a final project. You will choose from one of the following five project options. Each project will be graded based on the following five guidelines: Content, Creativity, Participation, Presentation, and Individual Write-up.

Choice 1: Speech, Poem or RapAs a group, you will write a speech, poem, or rap that shows your knowledge of the civil war. Make sure to include key events as well as issues and causes that led to the events. Be creative!

Choice 2: SkitAs a group, you will write and perform a skit that demonstrates your knowledge of the civil war. You should choose at least one key event to perform. Think about the people that should be shown, as well as their actions and words during this time period.

Choice 3: PosterAs a group, you will create a poster that displays key graphics and information pertaining to the civil war. Make sure that the information is accurate and well thought out. This poster should serve as an educational tool that could be used when teaching the main ideas of the civil war.

Choice 4: PowerpointAs a group, you will create a powerpoint that displays key graphics and information pertaining to the civil war. Make sure that the information is accurate and well thought out. This powerpoint should serve as an educational tool that could be used when teaching the main ideas of the civil war.

Choice 5: Test CreationAs a group, you will create an end of unit test on the civil war. Use the rubric to help you decide what types of questions you should include in the test. You will also need to provide an answer key for your assessment. The types of questions that you create should demonstrate your knowledge of the events of the civil war.

Skit Rubric4 3 2 1 Total

Content Content is accurate and shows application of concepts learned during instruction.

Content is accurate and shows understanding of concepts learned in class.

Content is mostly accurate, but contains some incorrect information from class discussions.

Content is inaccurate.

Creativity Information is presented in an out of the box way that engages the audience.

Information is presented in a new unique way

Information is presented in a new way

Information is presented

Participation Everyone works together in an effort to incorporate everyone’s thoughts and ideas into a cohesive and exciting presentation

All group memberswork together and include ideas and information

Most group memberswork together and include ideas and information

One or two people complete theactivity

Presentation Everyone works together to engage the audience throughout the presentation.

Everyone speaksloudly and clearand thepresentation runssmoothly

Some membersspeak and thepresentation ispresented

One or twomembers speakand present

Writeup Your writingincludes a well-defined summaryanswering all of the essential questions

Your writingincludes a well-defined summaryanswering most of the essential questions

Your writingincludes a well-defined summaryanswering oneessential question

Your writing is not a summary of the essential questions

Total

Poster Rubric

4 3 2 1 Total





Creativity Information is presented in an “out of the box” way that engages the audience.

Information is presented in a new unique way that is neat and easy to read.

Information is presented in a new way that can be read

Information is presented and difficult to read and follow







Partners speak and the presentation is presented

One person speaks and presents





Total

Powerpoint Rubric4 3 2 1 Total

Content Content is accurate and shows

Content is accurate and shows

Content is mostly accurate, but


application of concepts learned during instruction.

understanding of concepts learned in class.

contains some incorrect information from class discussions.

Creativity Information is presented in an out of the box way that engages the audience.

Slide show iscreative, easy toread and follow

Slide show ispresented and can be read

Slide show is hard to read and follow








One person speak and present





Total

Test Rubric4 3 2 1 Total





Creativity Questions and key require higher level thinking skills. Students showed the create level of taxonomy

All questions are higher levelthinking questionsthat require thetest taker toanalyze, evaluateand apply theirknowledge

Some higher level questions andsome knowledgebased questions

Knowledge basedquestions with oneword answers













Total

Speech, Poem, or Rap Rubric4 3 2 1 Total





Creativity Information is Information is Information is Information is

presented in an out of the box way that engages the audience.

presented in anew unique way

presented in a new way

presented













Total

Lesson Concept and Purpose: Reconstruction


How can growth and change have an impact on the land and the people of a nation?How did Americans work to reform the United States and create a distinct culture?

How have key events in American history helped to shape and create the country that we live in today?Prior Knowledge:Students will need to have an understanding of what Reconstruction meant after the civil war. They should build upon the knowledge gained during the government unit in order to gain a better understanding of the amendments discussed.

Common Core Objective:5.H.1.3 Analyze the impact of major conflicts, battles, and wars on the development of our nation through Reconstruction.5.H.2.3 Compare the changing roles of women and minorities on American society from Pre-Colonial through Reconstruction.5.C&G.2.1 Understand the values and principles of a democratic republic.

Format of the lesson:Whole GroupSmall GroupIndependent Work

Materials:PowerPoint on Reconstruction and the AmendmentsReconstruction Graphic OrganizerNotecardsWriting Prompt HandoutRubric

Necessary Prep:Copies of graphic organizerCopies of writing promptCopies of rubric

Phases of the LessonIntroductionAt the start of the lesson put the following starter on the board: “Discuss with your group why a person would need rights?” Engage students by bringing up some of the facts about a totalitarian regime like NorthKorea (lack of freedom of speech, loud speakers in the apartments to blast propaganda, restricted movement, no fair and fast trials) to contrast what a world would look like without rights. Have a class discussion about the student responses.Activity 1Day 1:Use the PowerPoint on due process of law and the establishment of the 13th, 14th, and 15th Amendments to reiterate just how destructive the Civil War and what it specifically did to the Southern landscape. As you go through the PowerPoint, have students fill out the graphic organizer with notes from the presentation.Emphasize that due process is the idea that the government must grant all the rights of a U.S. citizen and cannot deny you any of your rights. Go over the different Amendments talking about how the events of the Civil War affected the way people think – and forever changed America’s view on slavery and rights for all. Do informal checks for understandings such as, “In your own words, what does due process mean?”

You will then introduce the quiz show like game entitled “Amendment Fever!” (located within the PowerPoint) Have students work in groups to answer the questions in this game related to the 13th, 14th, and 15th Amendments, in addition to due process. Students will need to identify the amendment in each question and give an explanation for their answer.

Activity 2Day 2:Display the following directions on the board (included on the PowerPoint): DIRECTIONS: You should have four note cards. The first note card is your cover. On the second note card, you will write 13th Amendment on one side, and write what it is and draw a picture to along with it on the other side. Do the same with the rest of the note cards for the 14th and 15th Amendments!

As students finish their flashcard flipbooks, have them work on the following writing prompt: “Do you think that the 13th, 14th, and 15th Amendments will solve all of the problems for former slaves in the South. Explain, and be sure to give me a definition of the 13th, 14th, and 15th Amendment in your writing.”

Pass out the writing prompt sheet for students to use for their responses. Review the rubric for the writing activity with the class.

Optional:Early finishers can write different scenarios like those displayed in the PowerPoint presentation, which can be used at a later date to refresh the students’ memories about these particular amendments.ConclusionHave students to share out some of their predictions on the future of former slaves in the South as well as the overall future of the United States.

Assessment Informal observationsWriting responsesFlashcard flipbooks

Works CitedLesson adapted from: http://betterlesson.com/lesson/19209/lesson-5-north-versus-south-debate#/document/82137/reconstruction-lesson-1-13-14-15-amendments-lesson-plan?from=tree&lessonID=19560

http://betterlesson.com/lesson/19209/lesson-5-north-versus-south-debate#/document/82137/reconstruction-lesson-1-13-14-15-amendments-lesson-plan?from=tree&lessonID=19560

http://betterlesson.com/lesson/19209/lesson-5-north-versus-south-debate#/document/82137/reconstruction-lesson-1-13-14-15-amendments-lesson-plan?from=tree&lessonID=19560

America After the Civil War: The 13th, 14th, and 15th Amendments

1. What did the South look like after the Civil War?

Amendment

13th

14th

15th

Name

Name:

13 th , 14 th , 15 th Amendment Writing Prompt Directions: Complete the following writing prompt by using what you have learned in this

and past classes. Make sure to support your writing with lots of details! Don’t be lazy!

Writing Prompt: “Do you think that the 13th, 14th, and 15th Amendments will solve all of the problems for former slaves in the South? Explain, and be sure to give me a definition

of the 13th, 14th, and 15th Amendment in your writing.”

Name:

Name:

Score Explanation (4)

The student used a lot of facts and supportingdetails from the lesson on the Civil War and

Reconstruction to help predict whether the slaves’lives would improve after the introduction of the13th, 14th, and 15th Amendment. The student also

provided clear definitions for the 13th, 14th, and 15th

Amendments.

(3)The student some facts and supporting details fromthe lesson on the Civil War and Reconstruction to

help predict whether the slaves’ lives would improveafter the introduction of the 13th, 14th, and 15th

Amendment. However, there were some statementsthat did not have any supporting details. The

student also provided clear definitions for the 13th,14th, and 15th Amendments.

(2)The student some facts and supporting details fromthe lesson on the Civil War and Reconstruction to

help predict whether the slaves’ lives would improveafter the introduction of the 13th, 14th, and 15th

Amendment. However, there were some statementsthat did not have any supporting details. The

student also did not provide clear definitions for the13th, 14th, and 15th Amendments.

(1)The student did not answer the question posed in

the writing prompt. In addition, the student did notprovide any definitions for 13th, 14th, and 15th

Amendments.

Final Score

Name ____________________________________________________________ Date ______________

CIVIL WAR ASSESSMENT

Vocabulary – Match the following vocabulary words to the correct definition on the right by placing the correct letter on the line.

1. civil war _________

2. slavery _________

3. abolitionist _________

4. fugitive _________

5. Reconstruction _________

6. Underground Railroad _________

7. freedmen _________

8. assassinate _________

9. secede _________

10. emancipate _________

11. slave states _________

12. free states _________

People – Choose four out of the seven and write about the importance of each in the Civil War.1. Abraham Lincoln –

2. Jefferson Davis –

3. Frederick Douglass –

4. Sojourner Truth –

5. Ulysses S. Grant –

6. Robert E. Lee –

7. Harriet Tubman –

A. to set free

B. the right to vote

C. rebuilding of the nation

D. to break away from something

E. someone who escapes from the law

F. peaceful ways to bring change

G. system of secret escape routes

H. a person who opposes slavery

I. a separation of the races

J. a state that allows slavery

K. people who had been enslaved that wanted to start new lives

M. the state of being under the control of another person

N. a war between people in the same country

O. to kill secretly or suddenly

P. a sudden change in government

Q. a state that does not allow slavery

Battles – Write a brief description of the importance of each of the battles listed below.1. Battle of Fort Sumter –

2. Battle of Gettsburg -

3. Battle of Vicksburg –

Complete the cause/effect chart below.

Cause Effect

Missouri Compromise

Compromise of 1850

Freed slaves were forced back into slavery

South Carolina seceded from the Union

Reconstruction ends

Civil War

Civil War

Civil War

Civil War

Think about the United States PRIOR to 1860 when completing the Venn Diagram below.

Northern States Southern States

Short Answer – Answer each of the following questions in complete sentences.

1. How did people fight against slavery?

2. Why was the Gettysburg address such an important speech? What was Lincoln trying to say with this speech?

3. What was the Emancipation Proclamation?

4. What ended the Civil War?

Directions: Answer each of the following questions in complete sentences on separate sheets of paper. You may use your notes and/or handouts as a reference. Be sure to include specific support from these documents to prove your theories.

1. How can growth and change have an impact on the land and the people of a nation?

2. How did increased diversity in the United States impact the lifestyles, beliefs and struggles of the diverse ethnic groups?

3. What role did technology and geography play in the development of the United Stated throughout the 1800s?

4. How did Americans work to reform the United States and create a distinct culture?

5. How have key events in American history helped to shape and create the country that we live in today?

Lesson Concept and Purpose: Social Studies Fair (Year End Summative Project)


How have key events in American history helped to shape and create the country that we live in today?Prior Knowledge:Students should have an understanding of the key events in US History.

Common Core Objective:All objectives from the year

Format of the lesson:Whole Group InstructionIndependent and/or Group Work

Materials:Project guidelinesRubricsMiscellaneous project materials

Necessary Prep:Copies of guidelines and rubricsOptional: If you would like to make this a judged school event, you will need to talk to the principal and make appropriate preparations for the fair. See the link in the Works Cited to get materials for a formal Social Studies Fair.

Phases of the LessonIntroductionStudents will begin working on a year-end project that will show what they have learned throughout the year. Introduce the project by showing students the project guidelines. Let students know that their projects will displayed in a social studies fair that everyone can visit. (This project is similar to creating a science fair, only it will be done with social studies content. Each project should show a deep understanding and application of the skills learned throughout the year.)ActivityStudents will use the outline for completing a project to choose one topic or person that has been studied throughout the year as the focus for the project. Try to encourage a variety of projects in order to recreate a timeline of study for the year. Each project will be presented on a tri-fold board and will contain the criteria listed in the project outline. Provide students with a copy of the rubric to help guide the development of their projects. Students will have six days to create their projects and write-ups to be presented to the class.ConclusionStudents will present their finished projects to the class. Arrange to have the projects displayed around the school for parents and faculty to come and visit.

Assessment Project Rubric

Works Citedhttp://www.gcss.net/2010ssfairguide.pdfhttp://www.gcss.net/socialstudiesfair.htm

http://www.gcss.net/socialstudiesfair.htm

http://www.gcss.net/2010ssfairguide.pdf

End of Year Project Outline

I. Choose a topicA. Think about a person or event that you have studied this year.B. Brainstorm possible topics with an adult.C. Look through your materials and notes from this year.D. Identify any bias you may have concerning a possible topic.

II. Formulate an appropriate research questionA. List ten questions that deal with your topic.B. Ask each of these questions about your possible research questions:

1. Can you do original research on the topic?2. Is the topic relevant?3. Does the question use words that need to be defined?4. Did you avoid questions with yes and no answers?5. Do you already know the answer to the question?6. Are you biased or prejudiced toward the topic?7. Will you be able to draw some kind of conclusion to the question?8. Can you find information on your topic?

C. Narrow your list of questions to three.1. Discuss the questions with parents, teachers, and friends.2. Choose the best research question.

III. Determine the purpose for choosing the topic and the questionA. Why have you chosen this topic?B. Write a paragraph explaining why?

IV. Choose methods of researchA. Begin in the media center

1. Books2. Magazines3. Newspapers4. Government Documents

B. Choose at least one original means of research.1. Interviews2. Polls3. Oral Histories4. Case Studies5. Photographs6. Movies7. Maps

V. Conduct the researchA. Devise a timelineB. Roadblocks may occur during the research process. When they happen, do not give up. Talk with

your parents/teacher and revise the plan. Not finding an answer may be as significant as finding one.

VI. Summarize the dataA. Outlines/EssaysB. Statistics (graphs, tables, etc.)C. Photography/Diagrams/Drawings

VII. Draw a conclusionA. Answer the questions using the data collected during the research. The project is of no use if you

don’t answer the question.B. Use decision-making charts to help draw a conclusion.

VIII. Determine a presentation styleA. Select a format (visual, written, audio, etc.)B. Use charts, graphs, photographs, drawings, maps, artifacts, diagrams, films, videotapes,

computers, etc.

Social Studies Fair Project Scoring Rubric

Student Name ___________________________________________

Research Question/Abstract

Above Average

Average FairNeeds

Improvement

Clearly stated 4 3 2 1Explores a new aspect of the topic 4 3 2 1Neither too limited nor too broad 4 3 2 1

Addresses a specific social studies topic 4 3 2 1

Abstract contains title, purpose, and methodology 4 3 2 1

Summary PaperAbove

AverageAverage Fair

Needs Improvement

Includes statement of problem 4 3 2 1Development of the topic 4 3 2 1

Evidence of critical thinking 4 3 2 1Logical conclusion that is well-

developed and answers research question

4 3 2 1

Correct spelling, grammar, punctuation 4 3 2 1

Visual DisplayAbove

AverageAverage Fair

Needs Improvement

Displays the question/purpose 4 3 2 1

Displays the research data 4 3 2 1Appropriate choice/correct use of

media or format for presentation of data

4 3 2 1

Pleasing visual and/or audio effect 4 3 2 1Shows accuracy, neatness, and

craftsmanship 4 3 2 1

Correct spelling, grammar, punctuation 4 3 2 1Creativity or originality in the

construction, arrangement, and presentation of materials

4 3 2 1

PresentationAbove

AverageAverage Fair

Needs Improvement

Was prepared to be presented 4 3 2 1Explanation of project was clear and

concise 4 3 2 1

Shows content knowledge 4 3 2 1

Totals