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Social Studies - 5th Grade
Standard 4 Objective 2
2 class periods of 45 minutes each
Students will use primary source materials to investigate the economy, physical geography, and cultural aspects of the Northern States and the Southern States prior to the Civil War.
The teacher needs general knowledge of the economy, physical geography, and cultural aspects of the Northern States and the Southern States prior to the Civil War.
Students will be able to demonstrate knowledge of geographic, economic, and cultural traits of the Northern and Southern States prior to the Civil War.
Teachers will prepare 6 investigative folders. Inside the folders there will be primary source materials about the following topics:
Teacher divides the class into 6 groups. (Groups smaller than 4 students are not suggested.) Then the teacher assigns 1 folder to each group. The students will look through their assigned folder and discuss what they know about each primary source document or artifact. Next, as a group, they will write a sentence or statement about each item. The groups will then share their information with the whole class.
Students will complete the Historian's Investigative Sheet and then present their findings to the class.
Students will research the topic in their folder. They will use the researched information to fill in their Historian's Investigative Sheet. Then the teacher will pair up students by assigning 1 student from the north and 1 student from the south by topic. (Such as, the economy from both groups will meet together.) (See Materials' attachments Compare/contrast charts.)
This could mean you have 3 different groups (Ex - 1 for economy,etc.) or pairs of students could be assigned do discuss all three topics for either the north or the south. The 2nd student in the pair will represent the opposite side. (See Materials' attachments Compare/contrast charts.)
Students will use a Venn Diagram. If the students need more guidance then the teacher can use the following prompts.
What was the weather like? Where were the physical features of the area? What were people like? How did people make money? Where? What? How? Using the information written above, write 1 paragraph to present the topic to the class.
The students could also make a list of facts that were different about the north vs. the south and determine their importance. (Did they impact what happened?) A few ideas are given below.
Differentiation ELL write 1 sentence Regular write a paragraph.
Extension Students could research for specific info.
They could also write a 3-paragraph paper that compares the northern states to the southern states. Each paragraph will be about one of the 3 different topics. (If this approach was not used for the assessment.) (See Materials' attachments for 3-Paragraph templates.)
Each student will complete the Primary Source Summary. (Found at the bottom of the Historical Investigative Sheet in the Materials' attachments section.)
They could also be asked the following questions to include in their summary.
The following could also be used for assessment.
Write a 3-paragraph paper that compares the northern states to the southern states. Each paragraph will be about one of the 3 different topics. (See Materials' attachments Object. 2 handouts.)