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 5 th Grade Social Studies Unit Based on Ohio’s Model Competency-Based Program Chuck 5 th 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 • • 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 American Heritage 3

Activities • The students will use the World Wide Web to research Civil War 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 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 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 9. htm • http: //members. aol. com/teachpdlaw/civilwar. Websites • http: //www. cwc. lsu. edu/cwc/links 9. htm • http: //members. aol. com/teachpdlaw/civilwar. htm • http: //www. bragi. com/classics/s/hbs 1811/utomc 01. shtml • http: //www. civilwarinteractive. com/cookbook. htm • www. historyplace. com/civilwar/ 7

People In Societies 8 People In Societies 8

Activities • The students will research different ethnic groups living in the U. S. 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 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. Mc. Kitrick, 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 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/ 590 s 4/Dowd/A_divi~1. htm • http: //www. Websites • http: //curry. edschool. virginia. edu/curry/class/edis/ 590 s 4/Dowd/A_divi~1. htm • http: //www. cwc. lsu. edu/cwc/links 10. htm - ethnic • http: //www. civilwar. com/ • http: //docsouth. unc. edu/neh. html • http: //lcweb 2. loc. gov/ammem/ 12

World Interaction 13 World Interaction 13

Activities • The students will use map skill to identify major cities during the 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 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 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. 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/index 0. html Websites • United States Thematic Maps - Agriculture http: //oseda. missouri. edu/graphics/us/agric/index 0. 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 • 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/Real. World/Applicatio/World. Atlas • http: //worldatlas. com/aatlas/world. htm 19

Decision Making and Resources 20 Decision Making and Resources 20

Activities • The students will use the internet to research the reasons why the 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 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 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/Lincoln. A. html Websites • http: //sunsite. utk. edu/civil-war/generals. html • http: //www. bartleby. com/people/Lincoln. A. html • http: //www. ruf. rice. edu/~pjdavis/jdp. htm • http: //memory. loc. gov/ammem/cwphtml/cwphome. html • http: //smplanet. com/civilwar. html 24

Democratic Processes 25 Democratic Processes 25

Activities • The students will use a map to follow the states in order 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 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 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: 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/gr 0300 0. htm 29

Citizenship Rights and Responsibilities 30 Citizenship Rights and Responsibilities 30

Activities • Students will use the internet or other source to gather information from 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 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 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/~ed 344/webquests/civilwar/w ebthecivir. htm • http: //www. abrahamlincoln. cc Websites • http: //www. richmond. edu/~ed 344/webquests/civilwar/w ebthecivir. htm • http: //www. abrahamlincoln. cc • http: //www. homepages. dsu. edu/jankej/civilwar. htm • http: //sunsite. utk. edu/civil-war/generals. html • http: //www. dsu. edu/~jankej/civilwar. html 34

Science, Technology, and Society 35 Science, Technology, and Society 35

Activities • Students will add to the classroom web page an area for the 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 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: 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