Lesson 3 Objectives Virginia SOLs: o VS 4.

.7 The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by: a) identifying the events and differences between northern and southern states. o Fine Arts 4.7 The student will explore historical and cultural aspects of music by 2. placing music into categories of style; 3. listening to and describing music from a variety of world cultures. o Fine Arts 4.9 The student will compare the relationships between music and other fields of knowledge. National Curriculum Standards for Social Studies: o Culture Through experience, observation, and reflection, students will identify elements of culture as well as similarities and differences among cultural groups across time and place. Students will be able to distinguish the similarities as well as the differences between the North and South. Materials For Students o Social Studies Interactive Notebooks o Pencils For Teachers o Set of photographs from North and South they used in the previous lesson o Computer with SMART board access and speakers o Document camera o Teachers copy of Interactive Notebook o Pen/Pencil o Videos and lyrics of Northern Battle Cry of Freedom and Southrons Battle Cry of Freedom Procedures IntroductionWhole Group (2 minutes) o Activate prior knowledge: Who can name one difference between the North and the South in the years before the Civil War began? Possible answers: South had more slavery and their economy was based on agriculture and cash crops like cotton and tobacco, North had few large farms and more factories and big cities with a focus on goods like tools or clothing ActivityPartner Work (5 minutes)

Created by Kristin Stevens EDCI 554 Fall 2013

o Dismiss students into their partners from the previous day. Pass out their Ziploc bags and have them look over and finalize their sort of the photographs with their partners. ActivityWhole Group (10 minutes) o Discuss each photograph as a class: Display a photograph and ask if it is North or South. When a student is called on and gives and answer, ask the rest of the class for a thumbs up or a thumbs down to that answer. If they have difficulty with any of them, guide them to look more closely at the photographs to see with which side the details fit more. o Have the students turn to page #3 in their Interactive Notebooks, which they should have completed as homework. Say: You need to have the information Im going to write in your notebooks to study for the test. If you have an answer that is different from mine, you do not have to erase itjust write the answer over it, or wherever you have room. Discuss this page as a class, taking volunteers to read the sentences with the blanks filled in. Correct answers to the blanks are as follows: North: free states, factories, goods, cities South: slavery, agriculture, plantations, cash crops ActivityWhole Group (11 minutes) o Say: Weve been looking at mainly differences between the North and South, but we are talking about the North and South of America. They had many similarities as well. Ask: Can anyone guess what similarities they had? o Ask: How many of you like to listen to music? (All hands should raise.) Inform students that it was the same back in the 1850s and 60s. Explain that music was very important to the soldiers to inspire, comfort, and motivate them to keep fighting for what they thought was right. o Ask: Do you think the North and the South would have the same or different tastes in music? After taking one or two answers, inform students that in fact the North and the South often used the same songs and simply changed the lyrics to fit their particular cause. o Play Battle Cry of Freedom. While this is playing, be sure to display the lyrics as a computer document or via the document camera onto the SMART board. **Note: Some students may prefer to have the song lyrics on a paper in front of them so they can take notes on it while they listen. Offer this as an optional choice. **Note: The whole song doesnt have to be played, if time is running out. They should only need about a minute or two to get the main idea of the song.

Created by Kristin Stevens EDCI 554 Fall 2013

Ask: Which side do you think was the audience for this song? What makes you think that? o Play Southrons Battle Cry of Freedom. While this is playing, be sure to display the lyrics as a computer document or via the document camera onto the SMART board. **Note: Some students may prefer to have the song lyrics on a paper in front of them so they can take notes on it while they listen. Offer this as an optional choice. **Note: The whole song doesnt have to be played, if time is running out. They should only need about a minute or two to get the main idea of the song. Ask: Which side do you think was the audience for this song? What makes you think that? Ask: What is similar about these two songs? What is different? o Inform students that this happened with many other songs of the time period. Ask: Why do you think they used the same type of song for both sides? o Assign homework: Fill in the Venn Diagram on page #4 with the similarities and differences that we have studied thus far. Students have used Venn Diagrams in class before; therefore, this is not a new task for them, and they should have no trouble completing it for homework. They can use their notes on Differences Between Northern and Southern States and information learned as part of todays lesson to help them. ConclusionWhole Group (2 minutes) o Ask if anyone can move any of their post-it notes from the K column to the C or M columns based on what they have learned in the past two lessons. If there are any volunteers, have them move their post-it and explain to the class why what they thought they knew was either confirmed or mistaken. If none, simply move on to informing students that tomorrow they will learn about some of the events that led to the Civil War. o Instruct the students to line up and then walk them down to specials.

Assessments: Formative Assessments: o Student participation in whole group discussion. o Student participation in completing sort with partner. o If students move a post-it note on the KCLWM Chart, do they move it to the correct column and provide a logical, accurate reason for doing so? o Homework (Venn Diagram) will be checked for accuracy of information to determine if students are ready to move on to the next aspect of the Civil War, or if they need more time to understand the differences between North and South. Summative Assessments:
Created by Kristin Stevens EDCI 554 Fall 2013

o Interactive Notebooks will be collected at the end of the unit for a grade. o The final exam for this unit has a Venn Diagram question that directly pertains to information learned in this lesson. Differentiation Interpersonal learners will benefit from partner work and whole group discussion. Visual learners will benefit from the photographs to actually see some of the differences between North and South. Musical/auditory learners will benefit from the playing of the two different musical renditions in class. Choice: students may choose to take notes on a hardcopy of the song lyrics, or they may choose to simply following along from the lyrics displayed on the SMART board. Accommodations During the Interactive Notebook work, students who have their backs facing the SMART board should turn their chars so they can better see whats displayed. Students #17 and #18* cannot work together. They are best friends and will spend the time talking rather than working, so they need to work with a partner where they can remain focused. They are both aware of this rule, and generally follow it but sometimes they need an extra reminder. Student #19s seat is next to the teachers laptop and document camera so he can be monitored while cutting and pasting pages into his Interactive Notebook. He needs a steady stream of reminders to stay on task, and he also needs to be reminded to pay attention to which pages he is gluing. Technology Integration Technology will be used in the displaying of the teachers Interactive Notebook onto the SMART board via the document camera.

_________________________________________________ *To maintain privacy, students are identified only by their classroom student number.
Created by Kristin Stevens EDCI 554 Fall 2013