Title of Unit: The Civil War Title of Lesson: Worlds Apart Ch.

12 Submitted By: Julia Villanueva

A. Summary of the Lesson Plan: This social studies lesson is designed for 5th grade students to learn about the Civil War and the effects of slavery in the South. This lesson uses the 5th grade Houghton Mifflin Social Studies textbook United States History (p. 416-419). B. Target Population: Grade Level: 5th grade Skill Level: students at all learning levels Grouping: whole group for reading and discussions, independent for activity and assessment. C. Materials: Vocabulary and study guide (unit resources p. 116) for each student Houghton Mifflin 5th Grade Social Studies book: United States History (p. 416-419) Paper and pencils Graphic Organizer 1 for students who need further instruction 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 notes on TE 416 Get Set to Read. Explain the study guide students will complete as we read. Call students attention to the graph on p. 418. Identify and discuss the different economies in the North and South, and the ways this may have affected the way the North and South viewed slavery. Introduce vocabulary (tariff, states rights, sectionalism).

2. As a class, read p. 416-417, stopping to ask questions as indicated in the margins of the TE. 3. Students should take notes and record information on their Study Guide while we are reading. They can continue working on it when we finish reading.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 1

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

4. Teacher will ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on the questions about economics: (TE 417) Why did the value of cotton grow? (TE 418) What were the differences between the economies of the North and South? (TE 418) Why were there fewer farmers in the North by 1860? (After paragraph 1 p. 417) What led to the growth of slavery in the early 1800s? (Review question p. 419) Why did southerners dislike tariffs?

5. CLOSURE: Discuss the two statements in the Review/Assess section of TE 419 F. Assessment: What will you use to measure student understanding? Write an editorial TE 418: Have students think about what it would be like for a southern farmer after Congress just passed another high tariff on imported goods. Ask students to write an editorial on the tariffs. 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. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easy part will be explaining and discussing the graph on p. 418 because we have done something similar during math lessons. 2. Which part will be most challenging for you to teach? I think students might have a hard time understanding the different economies in the North and South, and the effects tariffs had on the North and South. 3. How will you follow up or extend this lesson? As an extension to this lesson, I would use Extend Lesson 1 (p. 420-421) about King Cotton.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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

4. What will you do for students who dont grasp the concepts? For the students who dont understand the concepts of this lesson, I will use the Reteach Mini Lesson at the bottom of TE 419. We will work together using a twocolumn chart to list differences between the North and South. 5. Which part of the lesson, if any, do you think might need to change? I like the way this lesson is laid out; it is pretty easy to follow. I would use it the way it is set up. 6. When you were writing this lesson plan, what was the most difficult part? The difficult part was the assessment portion. I didnt really like the writing activity that is listed on p. 419, so I used the Language Arts activity from the TE.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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