Download Aaron Clark - Wright State University

INTRODUCTION/OBJECTIVES
The 5th grade students will use the six
standards; American Heritage, People in Societies,
World Interactions, Democratic Processes, Decision
Making and Resources, and Citizenship Rights and
Responsibilities to learn about the Civil War. Students
will gain an understanding of the causes of the war,
important people of that time period, the major events
of the war, and its impact on our country.
* Use the Internet to research a person
from the Civil War.
* Make a timeline ranging from the
Compromise of 1850 to Reconstruction.
* Tell the story of the Civil War from the
perspective of one of the following: slave,
Union/Confederate soldier, Abe Lincoln, or
Jefferson Davis.
*Read “Dear America: A Diary of a slave
girl.”
*Compare and contrast transportation
today with transportation during the Civil
War.
<www.nyhistory.com/harriettubman/>
<www.mscomm.com/~ulysses/>
<www.members.aol.com/RVSNorton/lincoln2.html>
<www.members.tripod.com>
<www.docsouth.unc.edu>
* Compare the way Europeans came to
America with the way Africans came to
America.
*Use map skills to show what parts of
Africa slaves came from and where they
were concentrated in America.
*Use various resources to find what
customs and traditions Africans brought
to America.
*Read and discuss the book “NightJohn.”
* Write a summary of the history of
African Americans from slavery to the
present.
<www.colonialhall.com>
<www.lib.uteras.edu>
<www.iaafestival.com>
<www.yorubanation.org>
<www.historicaltextarchive.com
* Utilize map skills to track troop
movements during the Civil War.
* Use latitude and longitude to pinpoint
major cites in the Confederate South.
*Compare and contrast the North and
South in as many aspects as possible.
*Look at a map and determine what is
relevant or irrelevant to answering a
question.
*Use resources to find out why slavery
was so important to the South.
<www.lcwebz.loc.gov>
<www.tulane.edu/~latner/CrisisMain.html>
<www.rapidnet.com>
<www.americans com>
<www.xroads.virginia.org>
*Looking at the purposes of our national
government decide if the Union was
protecting the National government during
the Civil War.
*Research the 13th, 14th, and 15th
amendments and explain their significance.
*Re-enact the Dred Scott Case.
*Discuss the voting that took place in
Kansas on the issue of popular sovereignty.
*Assuming the South would have won the
war, hold an election for the presidency of
the Confederate States.
<www.myohio.voyager.net>
<www.library.wustl.edu/vlib/dredscott>
<www.civilwar.net>
<www.pbs.org>
<www.democracy.net>
* Use a decision-making grid to weigh the
pros and cons of slavery.
* Decide what supplies the troops need
most and derive a strategy to get the
supplies to them.
*Do a skit that portrays Sherman’s March
and explain why it impacted the South so
much.
* Use various resources to find out
methods of income in the South and make
a chart displaying this information.
*Use the Internet to find out particular
items/methods that increased cotton
production after the Civil War, even
though the slave labor was no longer
being utilized.
<www.lcwebz.loc.gov>
<www.amistad.mysticseaport.org>
<www.members.aol.com/x69xer/sherman.html
<www.netins.net>
<www.personal.centernary.edu>
and
* Derive a list of facts and opinions about
the Civil War.
* Use a variety of resources to research a
particular battle of the Civil War.
*Identify a problem in the school that
people have opposing opinions about.
Come up with a solution to that problem
to avoid a “Civil War.”
* Examine various people from the Civil
War and pick out the characteristics that
would make them responsible citizens.
* Write a paper telling if the war was to
attain justice for the the slaves or a way
for the North to demonstrate authority.
<www.civilwarinteractive.com>
<www.2.cr.nps.gov>
<www.lath.virginia.edu/utc>
<www.3edgenet.com>
<www.sciway.net>
The Ohio Model contains six areas in
which our students should learn Social Studies.
These six are American Heritage, People in
Societies, World Interactions, Decision Making
and Resources, Citizenship Rights and
Responsibilities, and Democratic Processes.
To achieve the goals that the model has
set, teachers should become familiar with and
use the model to help guide the planning of
their lessons.