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8/13/2019 War Divides a Nation: 6th grade
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Heather Creighton Fall 2013
EDUC 232
Unit Plan: War Divides a Nation
The purpose of this unit will be to create understanding of the tremendous change that
occurred in America during the Civil War. During this time there was much conflict. That
conflict involved change, compromise, and surrender. These concepts of change, compromise
and surrender are concepts throughout history and still exist today. This unit will also discuss
ordinary people making profound impacts, making them heroes. Many of these heroes took
risks. These risks involved danger and possible death. But these heroes took risks and made
great sacrifices for the benefit of others. I want students to reflect on their own lives by learning
about change, how this change occurred, and the risks involved. Students will have the
opportunity to share their own thoughts about these changes, sacrifices, and risks taken by other
people to benefit the greater good. I want students to be able to reflect on what is worth fighting
for, and who makes the decision. The events in history allow us to reflect on these concepts and
apply to questions we have in our own lives today.
The learning objectives for this unit from the common core for 6th
grade social studies are
as follows:
Understand concepts such as chronology, causality, change, conflict, and complexity,understand historical periods and patterns of change within and across cultures, such as
the rise of civilizations, the development of transportation systems, the growth and
breakdown of colonial systems, and others.
A timeline will be kept on the board showing chronology of before, during and after thewar. This timeline will help in showing at what time things changed. Lessons will touch
on change, conflict. This unit will discuss the rise, fall, and final breakdown of the South,
the growth in the North, and the development of the Underground Railroad as a means of
transportation.
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Heather Creighton Fall 2013
EDUC 232
Understand that specific individuals and the values those individuals held had an impacton history.
Many historical figures and their impact on the Nation and people will be discussed.
Most focus will be on Harriet Tubman and Abraham Lincoln
Understand significant events and people, including women and minorities, in the majoreras of history.Significant events discussed will be the Underground Railroad, the Missouri
Compromise, Fugitive Slave Law, Compromise of 1850, Kansas-Nebraska Act, the Battle
of Gettysburg, the Gettysburg Address, and the 13th, 14
th, and 15
thAmendments. The unit
will discuss the people involved in these events.
I want students to understand the events in history that impacted our nation today.
Students should be able to make connections on the fundamental changes that happened during
the Civil War. I want students to analyze different ways to resolved conflict, whether good or
bad; and why this conflict existed in the first place. Students will be allowed throughout the unit
to reflect on What is worth fighting for? And who decides?. Students will make connections
using examples during the Civil War and their own lives. These answers may change throughout
the lesson.
The instructional strategies in this lesson will include lecture/interactive presentation,
questioning, concept formation. Many of the lessons will begin with a question for students to
reflect upon and record thoughts/answers in their journal. These questions will serve the purpose
of leading into lecture of the day, reflection on different content/concepts being taught and as
scaffolding throughout the unit. These different types of questions will be valuable in assessing
diverse learners. The different questions will help in scaffolding student learning. The lecture
portion of the lesson will be a short part of the lesson, but allow me to relay information essential
for students to answer their questions and scaffold their learning. The lecture will involve video,
discussing timeline and map on wall, and building vocabulary using a word wall. As vocabulary
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Heather Creighton Fall 2013
EDUC 232
builds during unit, words will be added to the wall for students to see daily as a reminder and for
review. This not only helps the general student but gives a visual for diverse learners.
Formative assessments used in the unit will be journals, entry/exit slips, a R.A.F. T.
activity, a speech, graphic organizers, and newspaper article. Scaffolding will take place through
adding to a graphic organizer throughout the unit and revisiting essential questions. Student will
apply their understanding through creating a letter (R.A.F. T.), speech and newspaper article.
Summative assessment will take place through a unit test and a performance assessment. The
students will be required to recall knowledge of vocabulary and facts during Civil War. They
will also have short answer questions that call for making connections and drawing conclusions.
The performance assessment will assess their ability of show understanding of the four essential
questions.
Challenges may arise with diverse learning needs of students. I plan to have the
classroom organized in such a way that four students are grouped at a table (or four desks)
together working as a cooperative learning group. I believe grouping gifted or students learning
at a higher level in groups together. This will allow me to find more challenging
assignments/questions (if needed) and assess their learning more efficiently. I believe grouping
student with special needs, such as ELL or receiving special education services will require
special grouping. It will be important to know the needs of each student to make decision on
grouping. I may also find alternate methods of assessment. For example, if diverse learners
struggle to communicate in writing, they may need to draw pictures in their journals to
communicate their understanding. Another challenge that may arise could involve differences of
cultures. Due to the discussion of slavery and emancipation of African Americans, challenges
they faced, I will need to be sensitive to issues that may arise. It will be important to make
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Heather Creighton Fall 2013
EDUC 232
connections to the different challenges that different cultures face. The two different assessment
tools will not only allow me to assess knowledge of all students, but provides different
assessment strategies that may allow me to make accommodations. For example, if a diverse
learner struggles to read or write, they may have trouble taking the unit test. Although there are
the options of the students presenting information to me orally, I believe the performance
assessment will allow me to make sure the student understands the content/concepts. I realize
some of the questions posed during the unit may lead to different discussions around different
issues and I am excited to see the learning that takes place in studying this part of history.
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Unit Concept or Theme: A War Divides a NationGrade level: 6thgradeLength of unit: 15 days (3 weeks)
Stage 1 Desired Results
Meaning
Enduring Understandings/Generalizations:
The Civil War was a time of tremendous change in
American History Resolving conflict often involves change, compromiseand/or surrender Ordinary people can make profound impacts. Heroesoften take risks.
Essential Questions:
What is worth fighting for? Who decides?
What are possible rewards/consequences of taking risks?
How was America fundamentally changed during the CivilWar?
What is the best way to resolve conflict?
Knowledge & Skills Acquisition
Learning Goals: (e.g., Iowa/Common core standards.)
Understand concepts such as chronology, causality, change, conflict, and complexity. Understand historical periods and patterns of change within and across cultures, such as the rise of civilizations, the
development of transportation systems, the growth and breakdown of colonial systems, and others. Understand that specific individuals and the values those individuals held had an impact on history. Understand significant events and people, including women and minorities, in the major eras of history.
Students will know Vocabulary: Sectionalism, Slave codes, Battle of
Gettysburg, Free state, Kansas-Nebraska Act, Union,Emancipation Proclamation, Underground railroads,Compromise of 1850, Secede, Border state, Draft, Slavestate, Total war, Missouri Compromise, Fugitive SlaveLaw, Civil war, Confederacy, Gettysburg Address
Different beliefs of North and South leading to Civil War
Students will be able to Compare the differences between of the North and South
(economies, population, views on slavery, strategies, goals,war)
Identify the role slavery played in the South in the mid 1800s
Explain how/why views about slavery differed in North andSouth.
Describe the lives of free African Americans in the North and
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The different ways African Americans resisted slavery
How the two sides attempted compromise.
The final piece that led to Civil War (the 11 southernstates seceding).
Strategies in war for North and South
Advantages/disadvantages of North and South
Different technologies used by North and South duringwar.
Timeline of events during Civil WarOther key concepts:
Taking risks
Compromise
Sacrifice
Resolving conflict
South.
Construct a speech on the life of Harriet Tubman
Make connections between different types of compromise.
Identify the immediate cause of the Civil War
Analyze President Lincolns Civil War goals as expressed inthe Gettysburg address.
Evaluate the impact of the Reconstruction Acts.
Reflect on the idea of taking risks, what is worth fighting forand who decides.
Describe how compromise and surrender work in solvingconflict.
Resources/Materials:Textbook : Social Studies: Building a NationBook: Harriet Tubman and the Promised Land by Jacob LawrenceJournalsElmoTimeline on wallMap on wallComputer and projector for powerpoints and videosComputers for students to use to research for performance assessment.
Stage 2Evidence (Assessment)
Types of assessment: Selected-Response (tests, quizzes); Personal Communication (interview, oral exam,discussion); Written Response (short constructed response questions, entrance/exit slips, essays); PerformanceAssessment (role-play, Simulation, labs, dramatization)
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Pre-assessment:
Students will read excerpt You Are There-North and South Grow Apart
Entry slip/journal with question:Give an an example of nations that have collapsed or divided? Or other examples of division? What caused this division?What differences of opinion could lead to friction between different parts of a nation?
These leading questions will help organizing groups for performance assessment and cooperative learning activities.
Formative Assessment:
Journals
Entry/exit slips
Graphic organizers
Written speech
R.A.F.T. activity
Harriet Tubman and the Promised Land Read Aloud
Formative assessments will return to focusing on ideas in essential questions applied to different topics. Students will revisitthese same questions and record their thoughts/answers in their journals/entry slips/exit slips.
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Summative Assessment:
End of Unit Test-will require recalling knowledge, drawing conclusions, comparing & contrasting, and stating main idea.
Performance AssessmentON DISPLAY-students will display their work in their own museum display at their table.Their display will focus on the 4 essential questions. What is worth fighting for? Students will return to what they wrote in their journals and display their conclusion.
May have pictures to display their conclusion they f ind in research. What are possible rewards/consequences of taking risks?- Students will display a person during the civil war
that took a risk. They will discuss possible rewards/consequences of taking those risks. How was America fundamentally changed during the Civil War?- This is where you could show a timeline and
how changed occurred. What is the best way to resolve conflict?- students will discuss their ideas of change, compromise, and surrender.
Stage 3 Learning Plan
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War Divides the NationMonday Tuesday Wednesday Thursday Friday
Wrap up prior unit and
ask students to read
You Are There-North
and South Grow Apartin preparation forbeginning unit on War
Divides a Nation
1
Opening Exercise: T/P/S
What might cause anation to break apart?
Discuss reasons
To activate backgroundknowledge, askstudents if they know of,
or have heard of,
nations that have
collapsed or divided?
Or any other examplesthey can provide of
division? What caused
these problems? What
kinds of differences ofopinion could lead to
friction between
different parts of a
2
Opening Exercise:
"Only those who riskgoing too far can
possibly find out how far
they can go."
T.S. Eliot
(Students will write what
they think Patrick Henry
was talking about in
their journals)
Students will watchHariett Tubman
documentary (8min)
Read aloud : Harrietand the Promised Land
Discuss the risks Harriet
took.
3
Students will have 15
minutes to finalize
speeches and then will
share speeches with class.
This unit will be towards
the end of the year andhopefully class will be
comfortable sharing
speeches. May share
speeches in cooperative
groups only, if decided.
Exit slip(record in journal):
What is worth fighting for?Who decides?
4
Opening Exercise:
What does the wordcompromise mean?
Use examples to
describe your definition.
Will do a word study onthe word compromise
Cooperative groups willwork on listing main
features of:Missouri Compromise
Fugitive Slave Law
Compromise of 1850
Kansas-Nebraska Act(using textbook). Will
complete 4 square
graphic organizer.
5
Opening Exercise:
Do you know theimmediate cause of the
war? What are some
things that could cause
the immediate start ofwar? (record in journals)
Watch History Channel
America Divided
(4min)
Lecture: Beginning of
War
Lincoln asPresident and his
view on war
Goals of North
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nation? Students will
record these ideas intheir journal.
Lecture (PPT):
Differences betweenNorth and South.
economies andpopulations)
Role of slavery inSouth in 1800s
How views ofslavery differed in
North and South
Students will create
graphic organizer (with
columns separating
North and South)and
record differences inDifferences between
North and South injournal (will be a list kept
through out unit).
Introduce End of Unit
PerformanceAssessment (Museum
Display)
Writing a speech(one
page) (coordinated
with Language Arts inlearning speech writing)
for a museum display
(use in performance
assessment). Students
will be writing a speechexplaining Tubmans life,
explain the risks she tookand why she is
remembered today,and why she deservesstatus of hero.
Students will work intheir cooperative
groups assigned for
Performance
assessment to research
using technology andtextbooks to gather
more info for speech.
Will be required to work
on speech forhomework.
Students will share
findings in cooperativelearning groups and
add to graphic
organizers.
Using map on board,,
class will discuss (As a
whole) their findingsand teacher points to
areas on map affected
by these laws and
compromises.Discussion:Effects on country and
what compromise was
involved?
What sacrifices were
made from thesecompromises?
and South in War
(record indifferences
graphic organizer
in journal)
Advantages anddisadvantages in
North and South
Strategies ofNorth and South
Student will record
differences in journal in
Differences between
North and South
graphic organizer.
Vocabulary wall:
Sectionalism
Discuss timeline
Vocabulary wall:
Slave codesUnderground railroad
Fill out timeline Fill out timeline
Vocabulary word wall:
Free state
Slave stateMissouri Compromise
Fugitive Slave LawCompromise of 1850
Kansas-Nebraska Act
Fill out timeline
Vocabulary word wall:
Secede
ConfederacyUnion
Border stateCivil war
Fill out timeline
6 7 8 9 10
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Opening activity:
Review differences of
North and South goalsand strategies,
advantages anddisadvantages.
Watch video:
Confederate vs. Union
Soldiers(3 min)
T/P/S How do you think
Soldiers felt during war?
Read 2 short excerpts of
soldier letters from war(in textbook).
R.A.F.T. Activity:
Students will write a
letter from the soldiers
point of view. Thestudent has the choice
of writing from aConfederate or Union
soldier point of view.
The soldier will be writing
their family at home,describing their firstexperience during war.
They will describe the
generals, the
technologies they use,strategies and their
feelings about fighting.
Journal: Add/change
anything to the question
Exit slip: Return to
question answered on
day 3 and add to
Opening activity:
What does the word
emancipate mean?
T/P/S will share at table
(of 4) what theirdefinition is. Wil l have
sharing whip and each
table will share
definition.
Lecture:
How Lincolnspriorities on
slavery changed.
How EPimpacted slaves
in North and
South.
Difficultiesinvolved with EP.
Watch video: After theemancipation(4min)
Quote on board:
Slaves within anystatein rebellion
against the United
States, shall bethenand forever free
Exit slip: Why did someslaves not gain their
freedom after this
proclamation?
Opening activity:
What may cause a person
to compromise orsurrender?
Watch video: GettysburgBattle Strategy
Lecture:
Battle atGettysburg events
Discuss location ofevents (showing
map) and impact
of location
Communicationissues during battle.
Watch video: Last
Charge at Gettysburg
(4min)
Exit slip: How did
communication leadingup to battle and during
battle impact resolvingconflict?
Opening Activity:
Watch Video: The Great
Task
Give out copy of
Gettysburg Address.Allow students to read
and fill out Double Entry
Journal. They write
quotes from Address on
left side and their
thoughts of what thosequotes mean on the
right side.
Will have class sharing
whip (each person in
class will share one thingfrom Gettysburg
Address and what itmeant to them).
Exit slip: return to
question in journal and
add to question.
What is worth fighting
for? Who decides?Read historical
newspaper article onReconstruction for
homework.
Opening Activity
What were the goals of
reconstruction?
Lecture:
Describe 13th,14th, 15thamendments.
Impacts oncountry
Impacts onAfrican
Americans
Students will create a
newspaper articledescribing the new
rights under the
Amendments for
African Americans.
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question What is worth
fighting for? Whodecides?
Vocabulary wall:
draft
Fill out timeline
Vocabulary wall:
Emancipation
Proclamation
Fill out timeline
Vocabulary wall:
Battle of Gettysburg
Total war
Fill out timeline
Vocabulary wall:
Gettysburg Address
Fill out timeline
11Finish newspaper article
Unit Test Review Game
12Unit Test
13Watch video: School as
Museumkidcurators.com
(7min)
Show example of teacher
museum display.
Students will begin
working on museumdisplay
14Work Day: Museum
Display
15Present Museum
Displays
16 17 18 19 20
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Unit Test: A War Divides a Nation (61 point total)
Directions: Match each term in the box with its clue/definition. Write the term/word on the line
provided. (2 points each)
SectionalismSlave codes
Battle of Gettysburg
Free stateKansas-Nebraska Act
Union
Emancipation ProclamationUnderground railroads
Compromise of 1850
SecedeBorder state
DraftBattle of Vicksburg
Slave stateTotal war
Missouri Compromise
Fugitive Slave LawCivil war
ConfederacyGettysburg Address
1. The ____________ granted freedom to slaves in any Confederate states that were stillbattling the Union.
2. A method of warfare designed to destroy the opposing army and the peoples will to fight_______________3. Both the North and the South instituted the _____________ to get men to fight in the
war.
4. Law controlling behavior of slaves. _________________.5. States that do not permit slavery. _________________.6. Loyalty to a part of a country not to the whole country. _______________.7. The people of each territory were allowed to decide whether it should be free or slave.
___________.
8. California became a free state and the Fugitive Slave Law was passed. ______________.9. Escaped slaves had to be returned to their owners, even if they had reached Northern
states where slavery was not allowed. _______________.
10.To break away from a group, as the Southern states broke away from the United States in1861. __________________.
11.During the Civil War, a state between the Union and the Confederacy that allowedslavery but remained in the Union. ________________.
12.Confederate States of America formed by the 11 Southern states that seceded from theUnion. ______________________
13.Famous Civil War speech given by President Lincoln in 1863 at the sight of the Battle ofGettysburg. __________________.
14.___risk15.___compromise16.___surrender
a. cease resistance to an enemy or opponentand submit to their authority.
b. A factor, thing, element, or course
involving uncertain dangerc. an agreement or a settlement of a dispute
that is reached by each side making
concessions
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Circle the correct answer (1 points each)
17.Which of the following describes what slaves were doing when they resisted slavery?a. Fighting their familiesb. Fighting against rulesc. Being stubbornd. Fighting for their freedom
18.What means did Harriet Tubman and others use to help slaves reach freedom in theNorth?
a. Underground Railroadb. Churchesc. Schoolsd. Amistad rebellion
19.Which of the following describes the lifestyle of free African Americans?a. They lived in fear of losing their freedomb. They lived the same as white citizensc. They lived as paid slavesd. They received many benefits
20.What problem did the Missouri Compromise solve?a. Southern states wanted to admit a free stateb. Northerners did not want more slave statesc. Missouri had to choose to be a free state or a slave stated. Missouri wanted to join the United States as a free state
21.What led to violence in Kansas in 1854?a.
Northerners and Southerners disagreed over the results of the slavery vote
b. People voted for Kansas to be a slave state.c. People voted for Kansas to be a free stated. Nebraska was split into Kansas and Nebraska
22.Which of the following is a reason Southern states seceded from the Union?a. They wanted to support the Unionb. They wanted to abolish slaveryc. They wanted their own flagd. They wanted to keep slavery
23.What officially started the Civil War?a. Battle at Fort Sumterb. Disagreements between the North and the Southc. Disagreements between Lincoln and Davisd. Disagreements between abolitionists and slave owners
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24.How did new technology affect the war?a. Women could join the forcesb. Battles were less deadlyc. Soldiers healed more quicklyd. Soldiers could use weapons more accurately
25.Which best describes total war?a. Destroy all buildings and farms that might help the enemy winb. Destroy all weaponsc. Destroy anything that might help the enemy win, including the peoples will to fight.d. Destroy all military establishments in enemy territory
26.Which of the following describes the Battle of Gettysburg?a. Lee and Pickett battled against each other, and the North wonb. Lees retreat to Virginia won the battle for the Southc. The Pennsylvania battle was won by the Southd.
The three day struggle was won by the North
Use complete sentences to answer questions 1-5. Use separate sheet of paper if you need more
space. (4 points each)
What was the underlying issue the Missouri Compromise was intended to address? Was it
successful or not? (Draw conclusions)
What was one similarity and one difference in the lifestyles of free African Americans in the
North and slaves in the South?
How did the South plan to win the war?
How as life difficult for the soldiers during the war?
Why did Reconstruction include the Thirteenth, Fourteenth, and Fifteenth Amendments? (Make
inferences)
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Unit Test: A War Divides a Nation (61 point total)
Directions: Match each term in the box with its clue/definition. Write the term/word on the line
provided. (2 points each)
SectionalismSlave codes
Battle of Gettysburg
Free stateKansas-Nebraska Act
Union
Emancipation ProclamationUnderground railroads
Compromise of 1850
SecedeBorder state
DraftBattle of Vicksburg
Slave stateTotal war
Missouri Compromise
Fugitive Slave LawCivil war
ConfederacyGettysburg Address
1. The _Emancipation Procolamation____ granted freedom to slaves in any Confederatestates that were still battling the Union.
2. A method of warfare designed to destroy the opposing army and the peoples will to fight_Total war_______3. Both the North and the South instituted the _draft_____ to get men to fight in the war.4. Law controlling behavior of slaves. __slave code______.5. States that do not permit slavery. _free state__________.6. Loyalty to a part of a country not to the whole country. ___sectionalism_____.7. The people of each territory were allowed to decide whether it should be free or slave.
___Kansas Nebraska Act________.
8. California became a free state and the Fugitive Slave Law was passed. Compromise of1850___.
9. Escaped slaves had to be returned to their owners, even if they had reached Northernstates where slavery was not allowed. _Fugitive Slave law__.
10.To break away from a group, as the Southern states broke away from the United States in1861. __secede_______.
11.During the Civil War, a state between the Union and the Confederacy that allowedslavery but remained in the Union. ___border state____.
12.Confederate States of America formed by the 11 Southern states that seceded from theUnion. _____Confederacy______
13.Famous Civil War speech given by President Lincoln in 1863 at the sight of the Battle ofGettysburg. _Gettysburg Address_____.
14._b__risk15._c__compromise16._a__surrender
a. cease resistance to an enemy or opponentand submit to their authority.
b. A factor, thing, element, or course
involving uncertain dangerc. an agreement or a settlement of a dispute
that is reached by each side making
concessions
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Circle the correct answer (1 points each)
17.Which of the following describes what slaves were doing when they resisted slavery?a. Fighting their familiesb. Fighting against rulesc. Being stubbornd. Fighting for their freedom
18.What means did Harriet Tubman and others use to help slaves reach freedom in theNorth?
a. Underground Railroadb. Churchesc. Schoolsd. Amistad rebellion
19.Which of the following describes the lifestyle of free African Americans?a. They lived in fear of losing their freedomb. They lived the same as white citizensc. They lived as paid slavesd. They received many benefits
20.What problem did the Missouri Compromise solve?a. Southern states wanted to admit a free stateb. Northerners did not want more slave statesc. Missouri had to choose to be a free state or a slave stated. Missouri wanted to join the United States as a free state
21.What led to violence in Kansas in 1854?a.
Northerners and Southerners disagreed over the results of the slavery vote
b. People voted for Kansas to be a slave state.c. People voted for Kansas to be a free stated. Nebraska was split into Kansas and Nebraska
22.Which of the following is a reason Southern states seceded from the Union?a. They wanted to support the Unionb. They wanted to abolish slaveryc. They wanted their own flagd. They wanted to keep slavery
23.What officially started the Civil War?a. Battle at Fort Sumterb. Disagreements between the North and the Southc. Disagreements between Lincoln and Davisd. Disagreements between abolitionists and slave owners
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24.How did new technology affect the war?a. Women could join the forcesb. Battles were less deadlyc. Soldiers healed more quicklyd. Soldiers could use weapons more accurately
25.Which best describes total war?a. Destroy all buildings and farms that might help the enemy winb. Destroy all weaponsc. Destroy anything that might help the enemy win, including the peoples will to
fight.
d. Destroy all military establishments in enemy territory26.Which of the following describes the Battle of Gettysburg?
a. Lee and Pickett battled against each other, and the North wonb. Lees retreat to Virginia won the battle for the Southc.
The Pennsylvania battle was won by the South
d. The three day struggle was won by the NorthUse complete sentences to answer questions 1-5. Use separate sheet of paper if you need more
space. (4 points each)
What was the underlying issue the Missouri Compromise was intended to address? Was it
successful or not? (Draw conclusions)
Possible Answers: The Missouri Compromise was intended to address the issue of balance
of power between free and slave states; it was successful for awhile because it maintained
the balance by allowing one free state and one slaves state to join the Union at the same
time.What was one similarity and one difference in the lifestyles of free African Americans in the
North and slaves in the South?
Possible answer: different: many free African Americans in the North found jobs and
bought property. Slaves were not paid for their work.
Alike: Both slave and free African Americans struggled for their freedom
How did the South plan to win the war?
Southerners planned to wear down the north because they believed that northerners would
quickly grow tired of fighting and give up. They were also hoping to get aid from Britain.
How was life difficult for the soldiers during the war?
Possible answers: supplies were short, and soldiers had to make do with food they disliked.
They had to walk long distances and often wore out their shoes before new ones arrived.
They were exposed to harsh weather conditions with no protection. They suffered and died
from disease and infection.
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Why did Reconstruction include the Thirteenth, Fourteenth, and Fifteenth Amendments? (Make
inferences)
Possible answer: The goal of Reconstruction was to rebuild and heal the nation. Abolishing
slavery was the first step in recognizing African Americans as valuable people. Granting
citizenship and the right to vote helped make all men equal.
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Performance Assessment: ON DISPLAY
You will create a museum display at your table with your group. Each person at the table will
choose one of the four squares to present as a part of the museum display. Each square is worth
10 points with a 40 point total.
1. Students will work together on each square. Gathering materials created during unitand gathering new from research on internet or materials in class.
2. Once each squareis completed on display board, each student will pick a squaretopresent as a part of their tables museum.
3. Rubric will describe requirements for each square.What is worth fighting for? Who decides?-
Students will return to what they wrote in their
journals and display their conclusion. May
have pictures to display their conclusion they
find in research.
What are possible rewards/consequences of
taking risks?- Students will display a person
during the civil war that took a risk. They will
discuss possible rewards/consequences of
taking those risks.
How was America fundamentally changed
during the Civil War?- This is where you
could show a timeline and how changed
occurred.
What is the best way to resolve conflict?-students will discuss their ideas of change,
compromise, and surrender.
8/13/2019 War Divides a Nation: 6th grade
22/22
Performance Assessment Rubric (40 pts)
What is worth fighting for? Who decides?-
_____Gives at least one (or more) example and
describe an event during Civil War that was
worth fighting for. (5 pts)_____Gives a personal example of event/cause
worth fighting for. (5 pts)
What are possible rewards/consequences of
taking risks?
____Created biography describing a risk taker
during Civil War (6 pts)
____Included one reward of taking the risk (2pts)
____Included at least one danger of taking risk
(2 pts)
How was America fundamentally changed
during the Civil War?-
____shows at least 5 things (may add more)during the Civil War on timeline that caused
change to America (10 pts).
What is the best way to resolve conflict?-
____Gives at least 4 examples and describe ofcompromise during the war. (8 pts)
____Give at least one example and describe of
surrender during war (2 pts)
I struggled with this rubric. I started out making it a lot more detailed and then scaled it
down to be less confusing. My rationale was that I have two pieces of summative
assessment and its 6th
grade. This performance assessment will include a lot of what they
completed throughout the entire unit. (sort of like all our assignments we add to our
eportfolio).