1. Examine the historical development of the United States of America. (H, G)
a. Investigate the impact of the various cultural groups who settled the United States (e.g., Native Americans, Europeans, Africans, Asians, etc.).
Big Idea: During the Civil War, the North and South could not compromise because of their extreme differences.
Objectives:
- TSW use classroom discussion to prepare a debate between the Union and the Confederacy.
Preparation:
1. Introduce the Civil War
2. Ask students if they have ever been in another city or state. What was different about that place from where you live?
3. Read the book entitled, If You Lived at the Time of the Civil War.
4. Use a T-chart as the book is being read to chart the differences of the North and South.
5. Discuss why the South wanted to keep slavery.
6. Discuss why the North wanted to abolish slavery.
7. Prepare for debate between the North and South (class divided in half). Students will have a chance to meet together and use other resources in the classroom to prepare for debate.
Guidance:
1. Split the group and help each side brainstorm ideas for their debate.
2. Give students questions that will be used during the debate for preparation.
Application:
1. Begin the debate by asking the South the first question. Rebuttal will be allowed for the North.
2. Ask second question to the North. Rebuttal will be allowed for the South.
3. Continue until all questions have been debated.
Assessment:
TTW prepare a checklist rubric to use during debate. Each student must participate, and points made during classroom discussion should be brought up during the debate. As students participate, a check will placed after their name. A numbered list of classroom discussion topics will be made. Once the student makes a point during the debate, the corresponding number will be placed by their name.
Reference:
Moore, K. (1994). If you lived at the time of the civil war. Scholastic: New York.
I love this lesson plan. The debate would be very interesting in an upper elemantary classroom. You also could easily link it to lessons about the government of then and now as well as looking back to the Constitution and the Bill of Rights. Also, you can branch out to cover the economy of the North and the South at the time of the Civil War. Great lesson plan!
ReplyDeleteJust another thought...what if you have some students that are influenced by outside sources to be bias about slavery? Could there be any potential for an altercation between students? How would you plan for such a situation? Being from your hometown, I am sure you have something in mind to prevent this type of situation from occurring.
ReplyDeleteI love the way you had the class create a "T-chart as the book is being read to chart the differences of the North and South". Also, it was a great idea to have a debate with your students. That gives them an opportunity to learn the information by talking about it and kind of "teaching" which we all know is great for out students. Especially since they retain 90% of content information if they teach it. Way to go on incorporating that simulation! :-)
ReplyDeleteI would do my best to create a classroom community from the beginning of school by building respect for ALL students in the classroom. This is why I believe Social Studies is so important to the classroom. Through units of studies, students are able to gain an appreciation for others and value different beliefs. I would stress from the beginning of this unit that slavery was wrong, immoral and unjustified. I want my students to understand where we came from and how we have changed as a result of our past. I want my students to become part of solutions rather than part of the problem. My reasoning for this activity is only for students to understand the causes of The Civil War and the different views of both sides. If a problem did occur, we would need to stop the debate and approach learning in a different way, using other strategies because this is not my intent.
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