Title of Unit: The Civil War Title of Lesson: Civil War Begins Ch.

12 Submitted By: Julia Villanueva

A. Summary of the Lesson Plan: This lesson is designed for 5th grade students to learn about the political career of Abraham Lincoln, whose election as President led to the secession of the South and the start of the Civil War. This lesson uses the 5th grade Houghton Mifflin Social Studies textbook United States History (p. 440-445). B. Target Population: Grade Level:5th grade Skill Level: students at all learning levels Grouping: whole group for reading and discussions, partners for activity and assessment. C. Materials: 5th grade Houghton Mifflin Social Studies textbook United States History (p. 440-445). Vocabulary and study guide (unit resources p. 123) for each student. Pencils and paper Graphic organizer (cause/effect chart) for students who need further instruction, which can be found at: www.eduplace.com/ss/hmss05/ Computers for current topics in news for debates. D. Objectives: o NV State Social Studies Standards o H2.5.2 Describe issues of compromise and conflict within the United States.

Student-Friendly Standards I can write about issues of compromise and conflict within the United States.

E. Procedure: 1. Refer to note on TE 440 Get Set to Read. Explain the study guide students will complete as we read. Call students attention to the lesson title, and ask them what they think it is about. Identify and discuss groups of people whose strong beliefs led them to make their community a better place. Discuss what the people believed and the effect of their beliefs on their actions. Introduce vocabulary (secession, Confederacy, civil war).

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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Title of Unit: The Civil War Title of Lesson: Civil War Begins Ch.12 Submitted By: Julia Villanueva

2. As a class, read p. 440-445, stopping to ask questions as indicated in the margins of the TE. 3. Instruct students to take notes and record information on their study guide while we are reading. They can continue to work on it when we finish reading. 4. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on the questions about history and citizenship: Why did some southerners want their states to withdraw from the Union? What did Republicans think about slavery in the territories? What were Stephen Douglass views on slavery? Who were the Democratic candidates for President in 1860? Why would it have been difficult to vote for Lincoln in the South? (After paragraph 7 p.443) Why did southerners see Lincoln as an enemy? Which was the first state to leave the Union? (After paragraph 8 p. 445) What event began the Civil War?

5. CLOSURE: Discuss the two statements in the Review/Assess section of the TE 445. F. Assessment: What will you use to measure student understanding? Speaking Activity (TE 445)Students will work with a partner and prepare a short debate on a topic in the news today. Explain how you will know students understand the concepts from the lesson. Students must write about issues of compromise and conflict within the United States. Writing about a topic in the news today to have a short debate will show their understanding of the concept. Students must clearly state their position, convey their ideas effectively, and use facts that are correct. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part to teach will be completing the Reading Skill chart because we have done something similar in previous lessons. 2. Which part will be most challenging for you to teach?

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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Title of Unit: The Civil War Title of Lesson: Civil War Begins Ch.12 Submitted By: Julia Villanueva

I think the students might have trouble understanding why Abraham Lincoln wasnt an abolitionist is he hated slavery. 3. How will you follow up or extend this lesson? As an extension to this lesson, I will use the Extend Lesson 4 p. 446-447, about primary sources written by people on both sides of the war. 4. What will you do for students who dont grasp the concepts? For the students who dont grasp the concepts, I will use the Reteach Mini Lesson at the bottom of TE p. 445. We will work together to complete the cause and effect chart to show the various causes of the Civil War. 5. Which part of the lesson, if any, do you think might need to change? I dont think I would need to change this lesson it is pretty straightforward, and easy to follow. 6. When you were writing this lesson plan, what was the most difficult part? Again, the assessment portion is where I find it difficult. Rather than use a worksheet, I decided to use the speaking activity. I think using this form of assessment will really get the students engaged.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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