Lesson 5 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 that divided Virginias and led to secession, war, and the creation of West Virginia. National Curriculum Standards for Social Studies: o People, Places, Environments During their studies, learners develop an understanding of spatial perspectives and examine changes in the relationship between peoples, places, and environments. o Power, Authority, Governance The development of civic competence requires an understanding of the foundations of political thought, and the historical development of various structures of power, authority, and governance. It also requires knowledge of the evolving functions of these structures in contemporary U.S. society, as well as in other parts of the world. Students will be able to describe some causes and effects leading up to the Civil War. Students will be able to explain why West Virginia became its own state. Materials For Students o Social Studies Interactive Notebooks o Pencils o Virginia Social Studies textbooks For Teachers o Teachers copy of Interactive Notebook o Pen/Pencil o Computer with SMART board access o Document camera o Virginia Map o United and Confederate States (make eight copies of the sheet of 3) Procedures IntroductionWhole Group (1 minute) o Activate prior knowledge: What did we start talking about right before we left yesterday? Looking for the answer of secession or how Abraham Lincoln was feeling when all the states seceded. ActivityWhole Group (4 minutes)

Created by Kristin Stevens EDCI 554 Fall 2013

o Turn to page #10 in teachers copy of Interactive Notebook, and display it onto the SMART board via the document camera. Have students turn to the same page in their own notebooks. o Underneath Causes and Effects, skip one line and write: Large plantations in South grew cash crops, like cotton or tobacco. Ask: If this sentence is a cause, what was the effect of it? Have students turn and talk to an elbow partner before asking for a volunteer with the answer. While they are talking, draw an arrow pointing down underneath this sentence. When a student volunteers an answer, make sure the effect has something to do with an increase in slavery in the south, and that it is in a complete sentence. Write this sentence underneath the arrow, and draw another downward-pointing arrow. ActivitySmall Group Work (10 minutes) o Each table group (four groups total) should work together to create a cause and effect timeline on this page of their notebooks. They should pick it up after the slavery effect that was generated as a whole class. This effect now becomes a cause for something else. Each group will have a different focus for their causes and effects, and this is acceptable. They must remember to write complete sentences. They must all write their groups ideas into their own notebooks, rather than having one person be the scribe. o Example: Large plantations in South grew cash crops like cotton or tobacco. Slavery increased in the South. Abolitionists, like Abraham Lincoln, started working to end slavery. The South was upset by the abolitionists work, so they threatened to secede. Lincoln was elected president. Several states seceded and created the Confederate States of America. o When students have completed this, instruct them to retrieve their textbooks from their cubbies and choose a partner. ActivityPartner Work (10 minutes) o Students will work in partners to buddy read pages 182 (starting at The First Shots) through page 184, while doing RCRRC. o While they read, students are to work together to fill in the blanks on page #9 of their Interactive Notebooks. This information on this page is taken right out of the textbook, so they should all be able to put in the correct answers. o When they have finished this, instruct them to return their textbooks to their cubbies and sit at their seats.
Created by Kristin Stevens EDCI 554 Fall 2013

ActivityWhole Group (3 minutes) o Display Virginia Map onto the SMART board. Inform students that this map shows what Virginia looked like before West Virginia broke apart to join the Union. o Use one of the SMART board markers to draw the line where West Virginia is today. Ask: Do you notice anything? Point to the lines denoting the mountains on the map and ask: What might these lines represent? The goal is for the students to notice how the mountains form an already natural barrier between east and west, and thats another reason why it was so easy for West Virginia to be different and separate. ClosingWhole Group (2 minutes) o Pass out sheet with United States and Confederate States. Assign homework: Students will use this sheet to edit their map on page #2 of their Interactive Notebooks. They already have the free states one color and the slave states another color, so they are not going to add a pattern to the United States and a different pattern to the Confederate States. For example, a student might choose to denote the United States with diagonal lines and the Confederate states with polka dots. This activity is to help students see that even though most of the slave states were part of the Confederacy, some (like Delaware, Maryland, Kentucky, and Missouri) joined the Union instead. o Line them up and walk them down to specials.

Assessments Formative Assessments: o Student participation in whole group discussion. o Student participation during buddy reading. o Completion of homework and notes up to this point. This is the last lesson surrounding VS 4.7a, so their notebooks need to be carefully checked to make sure they are ready to move on to VS 4.7b. Summative Assessments: o Interactive Notebooks will be collected at the end of the unit for a grade. o The short answer part of the summative assessment directly correlates to the information learned in this lesson. Differentiation

Created by Kristin Stevens EDCI 554 Fall 2013

Interpersonal learners will benefit from the buddy reading and whole group discussion of the reasons why Virginia seceded and West Virginia was created. Visual learners will benefit from the further editing of the map to see the differences between Northern and Southern states: how even though most slave states joined the Confederacy, some remained in the Union. Students who are not participating as much in the class discussion can be prompted to answer. If the majority of the class is having trouble, opportunities should be given for them to turn and talk in order to generate more ideas among their peers before sharing to the whole class. Choice: students may choose their partner for buddy reading. They can also choose what design they want to use to denote United and Confederate states on their maps.

Accommodations: During the Interactive Notebook work, students who have their backs facing the SMART board should turn their chairs 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 with whom they can remain focused. They are both aware of this rule, and generally follow itbut sometimes they need an extra reminder. Student #19s seat is next to the teachers laptop and document camera so he can be monitored during Interactive Notebook work. He needs a steady stream of reminders to stay on task, and he also needs to be reminded to pay attention to what and where he should be writing.

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