Transcript Chuck Helmandollar/Elaine Koenig/Mistie

5th Grade Social Studies Unit
Based on Ohio’s Model Competency-Based Program
Chuck Helmandollar, Elaine Koenig, and Mistie Manicho
1
•
•
•
•
•
•
•
American Heritage
– Activities
– Websites
People in Societies
– Activities
– Websites
World Interactions
– Activities
– Websites
Decision Making and Resources
– Activities
– Websites
Democratic Process
– Activities
– Websites
Citizenship Rights and Responsibilities
– Activities
– Websites
Science, Technology, and Society
– Activities
– Websites
slide 3
slides 4-6
slide 7
slide 8
slide 9-11
slide 12
slide 13
slide 14-17
slide 18-19
slide 20
slides 21-23
slide 24
slide 25
slides 26-28
slide 29
slide 30
slides 31-33
slide 34
slide 35
slides 36-37
slide 38
2
American Heritage
3
Activities
• The students will use the World Wide Web to
research Civil War Generals and the contributions
they made to the Civil War and its impact on the
United States. Students will select one Union and
one Confederate General to research. A 10-minute
oral report on the information found will be
presented to the class.
• The students will read Uncle Tom’s Cabin by
Harriet Beecher Stowe in order to gain an
awareness of “the times” in which the
Underground Railroad was in operation
4
Activities (Continued)
• Students will browse “The Civil War Interactive
Cookbook” web site and see which recipes are still
being used today. Students will write a report
describing if and how technology has changed the way
the recipes are prepared today. Students will volunteer
to make one of the recipes and bring it in and share
with the class.
• The teacher will read “Read Sweet Clara and the
Freedom Quilt” by D. Hopkinson and “Follow the
Drinking Gourd” by J. Winter aloud to the class so
they may see how ordinary people influenced history.
Students will then design their own quilt or create their
own song that could also be used to give the route to
5
the underground railroad
Activities (Continued)
• Students will browse “The Civil War Interactive
Cookbook” web site and see which recipes are still
being used today. Students will write a report
describing if and how technology has changed the
way the recipes are prepared today. Students will
volunteer to make one of the recipes and bring it
in and share with the class.
6
Websites
• http://www.cwc.lsu.edu/cwc/links/links9.htm
• http://members.aol.com/teachpdlaw/civilwar.htm
• http://www.bragi.com/classics/s/hbs1811/utomc01.shtml
• http://www.civilwarinteractive.com/cookbook.htm
• www.historyplace.com/civilwar/
7
People In Societies
8
Activities
• The students will research different ethnic groups
living in the U.S. at the time of the Civil War and
how they contributed to the war effort.
• The students will read A House Divided by Kathy
Dowd. They will then do the questions concerning
the play/story that is included. They will discuss
how and why this or any family can have a
differences of opinions concerning the Civil War
and how this play visually represents this.
9
Activities (Continued)
• The students will read, then write a summary of
each of the following selections. Afterward a class
discussion on the viewpoints of slavery during the
war.
A Pro-Slavery Argument (1850) by Eric L.
McKitrick, ed., Slavery Defended- The Views of
the Old South. NJ, Printice Hall Inc., 1963.
pp. 34-50.
Frederick Douglass Speech on July 4, 1852 from
Diane Ravitch, ed., The American Reader- Words
10
That Moved A Nation., pp. 114-118.
Activities (Continued)
• The students will compare the war as it was fought
in the East with the way the war was fought in the
American West.
• The students will identify and summarize the
different major religions in the U.S. at the time of
the Civil War.
11
Websites
• http://curry.edschool.virginia.edu/curry/class/edis/
590s4/Dowd/A_divi~1.htm
• http://www.cwc.lsu.edu/cwc/links/links10.htm ethnic
• http://www.civilwar.com/
• http://docsouth.unc.edu/neh/neh.html
• http://lcweb2.loc.gov/ammem/
12
World Interaction
13
Activities
• The students will use map skill to identify major
cities during the Civil War when given latitudes
and longitudes (Worksheet).
• The students will use various map skills and other
information to track troop movement/patterns
(both Confederate and Union) during the Civil
War. Students will be placed into groups. Each
group will draw troop movement on a map using a
color scheme or other schemes they can come up.
The teacher will select a map or two and that
group will be asked to come up and describe their
map and tell about the troop movement.
14
Activities (Continued)
• The students will use map skill to determine which
states were part of the Union and which states
were part of the Confederacy.
• The students will use map skills to identify free
states that stayed in the Union, which slave states
that stayed in the Union, slave states that left the
Union, and Territories.
15
Activities (Continued)
• The students will use map skills and Civil
War Battle maps to determine the unique
characteristics of Sherman’s command.
• The students will use maps skills and a
classroom map to locate the Mississippi
River and determine how many miles of the
Mississippi flow through the former
Confederate states.
16
Activities (Continued)
• Using maps, atlas, etc. take a look at the
eastern coastline. Which side of the war –
the North or the South –do you think had
the most shipyards and seaports? What
difference do you think this made in the
war? Write a paragraph that answers these
questions.
17
Websites
• United States Thematic Maps - Agriculture
http://oseda.missouri.edu/graphics/us/agric/index0.html
• Maps on Demand (U.S.)
http://rockyweb.cr.usgs.gov/mod/index.html
• Topographical Maps (U.S.)
http://mcmcweb.er.usgs.gov/topomaps/
• National Forest and Grassland Maps (U.S.)
http://rockyweb.cr.usgs.gov/forestservice/
18
Websites (Continued)
• Relief Map (U.S.)
http://www.nationalatlas.gov/relief.html
• www.randmcnally.com
• www.nationalgeographic.com/maps
• http://www.yourchildlearns.com/megamaps.htm
• http://atlas.dhs.org/RealWorld/Applicatio/WorldAtlas
• http://worldatlas.com/aatlas/world.htm
19
Decision Making and Resources
20
Activities
• The students will use the internet to research the
reasons why the South chose to succeed from the
U.S and the process of succession.
• The students will use the internet research and
write a paper comparing and contrasting the lives
of Abraham Lincoln and Jefferson Davis before,
during and after the Civil War.
21
Activities (Continued)
• The students will use maps and resources to locate
and map the natural resources and industries of the
North and South.
• The students will research, then write a paper
analyzing the economic differences between the
North and South and the role these differences
played during the war.
22
Activities (Continued)
• Splitting the class into 2 groups, one group will
research the Union generals and the other group
will research the Confederate generals. After the
research is completed they will then debate the
effectiveness and leadership of these people and
their contributions to the war.
23
Websites
• http://sunsite.utk.edu/civil-war/generals.html
• http://www.bartleby.com/people/LincolnA.html
• http://www.ruf.rice.edu/~pjdavis/jdp.htm
• http://memory.loc.gov/ammem/cwphtml/cwphome.html
• http://smplanet.com/civilwar/civilwar.html
24
Democratic Processes
25
Activities
• The students will use a map to follow the states in order
of their secession from the United States leading to the
Civil War.
• Students will watch a film, Abraham and Mary Lincoln:
A House Divided. Students will discuss why their house
was divided and how this effected their marriage and
their families.
26
Activities (Continued)
• Students will choose a general from either army that
they feel had a major impact on the political activities of
the war. They will use a variety of resources and
research and write about the general.
• Students will answer questions to a worksheet about the
branches of the U.S government during this time.
Questions are about the major political issues among the
citizens of the North and South, they may use the
internet and their textbooks to find the answers.
27
Activities (Continued)
• Students will use a Venn diagram to compare and
contrast the different characteristics of the government
that was taking place in the Union and Confederates.
Explaining which type of government or democracy was
taking place.
28
Websites
•
•
•
•
•
http://www.womenandthecivilwar.org
http://www.americancivilwar.com/women/ib.html
http://www.confederate.net
http://www.nava.gov/publications/prologue/franklin.htm
http://members.tripod.com/~greatamerican.storg/gr0300
0.htm
29
Citizenship Rights and
Responsibilities
30
Activities
• Students will use the internet or other source to gather
information from all three perspectives, a Union soldier,
a Confederate soldier and a southern slave. Next
students will be assigned one perspective and will
debate that viewpoint and try to convince the other
students the importance of their point of view of the war
31
Activities (Continued)
• From the knowledge acquired on the Civil War, as a
class a T-chart will be used with one side labeled The
Union, and the other The Confederates; students will
brainstorm ideas and ways of how these conflicts
between the North and South could have been resolved
without going to war in a fair and justice process.
• Students will explore the rights or no rights the slaves
had during the war and their impact and role on the war
in a class discussion.
32
Activities (Continued)
• Students will write a brief description and impact of the
Lincoln’s Emancipation Proclamation.
• Students will research and choose one woman who
made a difference during the Civil War and write a
report
33
Websites
• http://www.richmond.edu/~ed344/webquests/civilwar/w
ebthecivir.htm
• http://www.abrahamlincoln.cc
• http://www.homepages.dsu.edu/jankej/civilwar/civilwar.
htm
• http://sunsite.utk.edu/civil-war/generals.html
• http://www.dsu.edu/~jankej/civilwar.html
34
Science, Technology, and Society
35
Activities
• Students will add to the classroom web page an area for
the Civil War and post their projects to it.
• Students will cruise the internet and look at historical
pictures taken during the Civil War.
• Students will use the internet to research what forms of
media existed during the Civil War and try to find
actually examples (i.e. Newspapers). Class will discuss
the differences of media used during the Civil War and
that of today.
36
Activities (Continued)
• Students will use the internet to research artillery used
during the Civil War and compare it to artillery used
today.
• Students will use the internet to plan a vacation to learn
more about the Civil War (i.e. battle sites, museums,
etc). An itinerary and map should be included.
• Students will take a virtual tour of The Culpeper
Museum to learn of its role in the Civil War.
37
Websites
• http://www.culpepermuseum.com/
• http://www.cwartillery.org/artillery.html
• http://www.mapquest.com
• http://memory.loc.gov/ammem/cwphtml/cwphome.html
• http://jefferson.village.virginia.edu/vshadow/newspapers.html
38