Grade 5
Social Studies
Unit: 09
Lesson: 01
Suggested Duration: 6 days
Sectionalism: Americans Divide
Lesson Synopsis:
The lesson focuses on the political, economic, geographic, and social differences by region that contributed to
sectionalism and led to the Civil War in 1861.
TEKS:
5.4
5.4B
5.4E
History. The student understands political, economic, and social changes that occurred in the United States
during the 19th century. The student is expected to:
Identify and explain how changes resulting from the Industrial Revolution led to conflict among sections of the
United States.
Identify the causes of the Civil War, including sectionalism, states’ rights, slavery, and the effects of the Civil War,
including Reconstruction and the 13th, 14th, and 15th amendments to the US Constitution.
5.8
Geography. The student understands the location and patterns of settlement and the geographic factors that
influence where people live. The student is expected to:
5.8A
5.8B
Identify and describe the types of settlement and patterns of land use in the United States.
Explain the geographic factors that influence patterns of settlement and the distribution of population in the
United States, past and present.
Analyze the reasons for the location of cities in the United States, including capital cities, and explain their
distribution, past and present.
5.8C
5.12
5.12B
Economics. The student understands the impact of supply and demand on consumers and producers in a free
enterprise system. The student is expected to:
Evaluate the effects of supply and demand on business, industry, and agriculture, including the plantation
system, in the United States.
Social Study Skills TEKS:
5.24
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a
variety of valid sources, including electronic technology. The student is expected to:
5.24D
5.24E
5.25
Identify different points of view about an issue, topic, or current event.
Identify the historical context of an event.
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
5.25B
5.25D
Incorporate main and supporting ideas in verbal and written communication.
Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.
GETTING READY FOR INSTRUCTION
Performance Indicator:
•
Create a 3-section graphic organizer that conveys the different sectional viewpoints (North, South, West) on
critical issues that led to the Civil War, including economic, political, social, and geographic differences. Explain
the differences by writing an acrostic poem that reflects the causes of the Civil War. (5.4E; 5.8B; 5.12B; 5.24D,
5.24E;5.25B, 5.25D)
• 5B
Key Understandings and Guiding Questions:
•
Political, economic, and social differences may lead to conflict between regions and create long-lasting effects
on the cultural, economic, and political structures of a society.
— How did the changes resulting from the Industrial Revolution contribute to conflict among sections of
the United States?
— What were the causes and effects of the Civil War?
— What types of settlement and patterns of land use can be found in the United States?
— What geographic factors influence patterns of settlement and the distribution of population in the United
States, past and present?
©2012, TESCCC
01/07/13
page 1 of 7
Grade 5
Social Studies
Unit: 09 Lesson: 01
— What are the effects of supply and demand on business, industry, and agriculture in the United States?
Vocabulary of Instruction:
•
•
•
sectionalism
states’ rights
secession
•
•
•
•
Civil War
slavery
abolition
federalism
Materials:
•
Refer to Notes for Teacher section for materials.
Appropriate materials may be substituted as needed to incorporate district resources and availability.
Attachments:
•
•
•
•
•
•
•
•
•
•
•
Teacher Resource PowerPoint: American Civil War
Handout: The Point of View of the North (1 per group)
Handout: The Point of View of the South (1 per group)
Handout: The Point of View of the West (1 per group)
Handout: Regional Research by PEGS (1 per student)
Handout: Reasons for Sectionalism (1 per student)
Handout: PEGS Information for the North (1 per group)
Handout: PEGS Information for the South (1 per group)
Handout: PEGS Information for the West (1 per group)
Handout: History Brown Bag Report (1 per student)
Handout: Respectful debate responses (1 per student)
Resources and References:
Advance Preparation:
1. Become familiar with content and procedures for the lesson, including causes of the Civil War (sectionalism) and
rules for debate.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
4. Preview materials and websites according to district guidelines.
5. Prepare materials and handouts as necessary.
Background Information:
This lesson addresses sectionalism and the causes of the Civil War. Over time, the political, social, and economic
differences between the different sections or regions of the United States became wider (North, South, and West). These
great differences led to a split in the country – a split that had long-lasting effects on the political, economic, and social
structures of the United States. The fifth grade standards do not address in detail the Civil War, but rather focus on
students building an understanding of the context of the Civil War. The Civil War was the culmination of events and
issues. States’ rights, the authority of the federal government, and slavery are significant issues that contributed to a
devastating civil war that lasted from 1861 to 1865.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Making Inferences
©2012, TESCCC
Notes for Teacher
NOTE: 1 Day = 50 minutes
10/20/12
page 2 of 7
Grade 5
Social Studies
Unit: 09 Lesson: 01
Instructional Procedures
Notes for Teacher
Suggested Day 1 – 15 minutes
1. Show the Teacher Resource PowerPoint: American Civil War Attachments:
• Teacher Resource PowerPoint: American
2. Pair, Square, Share Activity:
Civil War
• PAIR:
Purpose:
• Organize students into pairs. Without announcing the
topic of this unit, ask student pairs to study the map and • The purpose of this section of the lesson is to
make three (3) guesses that might be the topic of this
introduce students to the causes for the
unit. (Possible answers may include: Civil War, War
American Civil War.
Between the States, division between the north and the
south, etc.)
TEKS: 5.4E; 5.24D, 5.24E
• Show Slide 3. With the same partner, students answer
the following questions:
• What are 3 differences between the North and
the South
• What is one advantage or benefit the North
had?
• What is one advantage or benefit the South
had?
• SQUARE: Student pairs find another pair to make a
square.
• SHARE: Student pairs share their guesses and their
inferences.
3. Students volunteer to share inferences with the class.
4. Script student answers on the board for discussion.
EXLORE – Review Civil War
1. Play a “True or False Slap Down” game to review the who,
what, where, when, and why of the Civil War.
2. Distribute an index card to each student.
3. Students tear the notecard into 2 equal squares approximately
the size of a sticky note.
4. Students write “True” on square, “False” on the other square,
and hold one square in each hand.
Suggested Day 1 (continued) – 10 minutes
Materials:
• Index card (1 per student)
Purpose:
• The purpose of this section of the lesson is to
review the who, what, where, when, and why
facts associated with the Civil War.
TEKS: 5.4E
5. The Teacher reads a statement (see statements below).
6. Students have three seconds to think if the statement is “True”
or “False.”
7. The teacher counts “1-2-3,” and then students slap down the
square on their desk that reflects their answer.
8. The teacher clarifies/verifies the correct answers, making sure
all students’ answers are valued. (Those who got the answer
correct are validated, and those who got the answer incorrect
just learned something new, so everyone “wins” in this game.)
9. Statements for “True or False Slap Down” game:
• Statement #1: The Civil War was a conflict between the
©2012, TESCCC
10/20/12
page 3 of 7
Grade 5
Social Studies
Unit: 09 Lesson: 01
Instructional Procedures
•
•
•
•
Notes for Teacher
Eastern States and the Western States. 1-2-3 Slap
Down!
(After students share answers with a partner, the teacher
clarifies/verifies with the correct response: False. The
conflict was between the Northern States and the Southern
States.)
Statement #2: A Civil War is a conflict between the
people of the same country. 1-2-3 Slap Down!
(After students share answers with a partner, the teacher
clarifies/ verifies with the correct response: True.)
Statement #3: The U.S. Civil War began in 1861 and
ended in 1910. 1-2-3 Slap Down! (After students share
answers with a partner, the teacher clarifies/ verifies with
the correct response: False. It began in 1861 and ended in
1865.)
Statement #4: The U.S. Civil War took place in the
United States. 1-2-3 Slap Down! (After students share
answers with a partner, the teacher clarifies/ verifies with
the correct response: True.)
Statement #5: The one and only main cause of the Civil
War was because some states wanted slavery and
other states did not. 1-2-3 Slap Down! (After students
share answers, the teacher clarifies/ verifies with the correct
response: False. There were three main reasons: States’
Rights, Slavery, and Secession.)
EXPLORE – Research PEGS
1. Organize students into groups of 3.
2. Assign each group a regional point of view and distribute the
appropriate handouts:
• Handout: The Point of View of the North (1 per group)
• Handout: The Point of View of the South (1 per group)
• Handout: The Point of View of the West (1 per group)
3. Distribute the Handout: Regional Research by PEGS (1 per
student).
Suggested Day 1 (continued) – 25 minutes
Attachments:
• Handout: The Point of View of the North (1
per group)
• Handout: The Point of View of the South (1
per group)
• Handout: The Point of View of the West (1
per group)
• Handout: Regional Research by PEGS (1
per student)
Purpose:
4. Using the Handout: Regional Research by PEGS (1 per
• The purpose of this section of the lesson is for
student), review the terms “political, economic, geographic, and
students to understand there were various
social” to assist students in better understanding and application
points of view regarding the Civil War and to
of the categories (political, economic, geographic, and social) to
begin to understand the concept of
the regions assigned.
sectionalism.
5. Student groups silently read their assigned point of view
material. Then group members collaborate to discover the
political, economic, geographic, and social issues associated
with their region and record their discoveries on the Handout:
Regional Research by PEGS in the “PEGS ROUND ONE”
section.
TEKS: 5.4B, 5.4E; 5.8A, 5.8B, 5.8C; 5.12B;
5.24D, 5.24E;5.25B, 5.25D
EXPLAIN – Sectionalism
Suggested Day 2 – 20 minutes
Attachments:
• Handout: Reasons for Sectionalism (1 per
student)
1. Distribute the Handout: Reasons for Sectionalism (1 per
student).
©2012, TESCCC
10/20/12
page 4 of 7
Grade 5
Social Studies
Unit: 09 Lesson: 01
Instructional Procedures
2. Explain the definition of “sectionalism.” (Sectionalism can be
3.
4.
5.
6.
Notes for Teacher
defined as having loyalty to one section of the nation rather than Purpose:
• The purpose of this section of the lesson is to
loyalty to the nation as a whole.)
allow students to take notes during student
presentations as they deepen their
One student from each group reports their findings from the
understanding of section.
Handout: Regional Research by PEGS completed in Day 1.
(See Instructional Note for group reporting ideas.)
Instructional Note:
Students take notes on the Handout: Reasons for
• If there are several groups reporting on each
Sectionalism (1 per student) as students present.
region, each presenter can share only one
part of the information. For example if there
The teacher clarifies/verifies information at the end of each
are four (4) groups reporting the Point of View
regional presentation.
of the North, one student could report the
political issues, the second student could
Students discuss what they learned about the changes in the
report the economic issues, the third student
United States because of sectionalism.
could report the geographic issues, and the
fourth student could report the social issues.
TEKS: 5.4B; 5.4E; 5.8A; 5.8B; 5.8C; 5.12B;
5.24D; 5.24E; 5.25B; 5.25D
EXPLORE
1. Students continue with their assigned group of three to further
research their assigned region.
2. Distribute the following handouts to the appropriate regional
groups of three:
• Handout: PEGS Information for the North (1 per group)
• Handout: PEGS Information for the South (1 per group)
• Handout: PEGS Information for the West (1 per group)
3. Students continue to research their region using the handouts
listed above.
• Students add new information to their Handout: Regional
Research by PEGS (from Day 1) in the “PEGS ROUND
TWO” section ensuring they include answers to the
following questions:
• What types of settlement and patterns of land use
can be found in your region?
• What geographic factors influence patterns of
settlement and the distribution of population in your
region?
• What are the effects of supply and demand on
business, industry, and agriculture in your region?
• How did the Industrial Revolution affect your
region?
Suggested Day 2 – 30 minutes
Materials:
• Handout: Regional Research by PEGS
(used in Day 1)
Attachments:
• PEGS Information for the North (1 per
group)
• PEGS Information for the South (1 per
group)
• PEGS Information for the West (1 per
group)
• Handout: History Brown Bag Report (1 per
group)
TEKS: 5.4B; 5.4E; 5.8A; 5.8B; 5.8C; 5.12B;
5.24D; 5.24E; 5.25B; 5.25D
Purpose:
• The purpose of this section of the lesson is to
allow students to conduct further research
regarding sectionalism and issues
surrounding the Civil War.
4. Distribute the Handout: History Brown Bag Report (1 per
student).
5. Explain this project for Day 3 so that students may bring
artifacts from home to help fill their bags. (Allow student groups
approximately 5 minutes at the end of class to brainstorm the
items they want in their bag and if anyone needs to bring items
or pictures from home.)
©2012, TESCCC
10/20/12
page 5 of 7
Grade 5
Social Studies
Unit: 09 Lesson: 01
Instructional Procedures
Notes for Teacher
EXPLORE – History Brown Bag Report
Suggested Day 3 – 50 minutes
Materials:
• Magazines
2. Student group members work collaboratively to accomplish the • Scissors
following:
• Glue
• Decorate the front of the bag to look like the regional area at • Computer and printer access
the time researched (1861).
• Brown Paper Bags - Large (1 per group)
• Complete a 4-3-2-1 Summary (see Handout: History
• Handout: History Brown Bag Report
Brown Bag Report for details.)
(distributed Day 2)
• Gather items/artifacts to go inside the bag that reflect the
region. Ideas may include but are not limited to the
Purpose:
following:
• The purpose for this section of the lesson is
• Pictures of the typical clothing from this area (this may
for students to work collaboratively and
be drawn or printed from the computer)
creatively as they synthesize and summarize
• Famous machines or inventions that came from or were
the main ides associated with their regional
used in this region
research.
• Artifacts from the region (for example, a cotton ball
could be placed in the bag for the South since many
Instructional Note:
cotton plantations were located in the south)
• The teacher should ensure that all group
• Pictures of famous people from this region during the
members are actively engaged and
Civil War
responsible for part of the project.
(Encourage students to be creative.)
TEKS: 5.4B; 5.4E; 5.8A; 5.8B; 5.8C; 5.12B;
5.24D; 5.24E; 5.25B; 5.25D
1. Students prepare a History Brown Bag Report.
EXPLAIN – Take a Cruise
1. Students display History Brown Bag Reports around the
room.
Suggested Day 4 – 20 minutes
Materials:
• Handout: Reasons for Sectionalism
(distributed Day 2)
2. Students “Take a Cruise” to at least 3 different bags as the bags
“explain” the information for that region.
Purpose:
• Read the information in and on the bag
• The purpose of this section is for students to
• Add new information their Handout: Reasons for
deepen their understanding of sectionalism.
Sectionalism from Day 2.
TEKS: 5.4B; 5.4E; 5.8A; 5.8B; 5.8C; 5.12B;
5.24D; 5.24E; 5.25B; 5.25D
ELABORATE – Making connections
1. Facilitate a classroom discussion using the following
“connection” questions.
• How did the Industrial Revolution contributre to conflict
among sections of the United States?
• What were three major causes of the Civil War and what
effect did this war have on the country?
• What supply and demand issues in business, industry,
and agriculture existed in your region?
• What types of settlement and patterns existed in your
region and what cities do we have today because of
these settlements?
• What geographic challenges were associated with your
region?
©2012, TESCCC
10/20/12
Suggested Day 4 – 30 minutes
Purpose:
• The purpose of this section of the lesson is to
encourage students to take their research
findings and make connections to the
Industrial Revolution, the effects the Civil War
had on the whole country, the supply-demand
issues for their region, settlement patterns,
and geographic challenges.
TEKS: 5.4B; 5.4E; 5.8A; 5.8B; 5.8C; 5.12B;
5.24D; 5.24E; 5.25B; 5.25D
page 6 of 7
Grade 5
Social Studies
Unit: 09 Lesson: 01
Instructional Procedures
Notes for Teacher
2. Encourage responses from each region.
3. The teacher should clarify/verify as appropriate.
EXPLORE – Debate
1. Teacher explains rules of the debate and models respectful
debate responses sentence starters.
2. DEBATE: Students explain the perspective of the region they
studied. Students participate in a three-way debate on tariffs,
states’ rights, and secession in 1861.
3. Debate Questions:
• Who should decide the issue of slavery – the national
government or state governments?
• Should the U.S. place a tariff on goods imported from
other countries? Why or why not?
• Should the southern states secede from the nation?
Why or why not?
Suggested Day 5 – 30 minutes
Attachments:
• Handout: Respectful debate responses (1
per student or teacher may create an anchor
chart for all to see)
Purpose:
• The purpose of this lesson is for students to
learn the rules of debate, how to be respectful
of various opinions, and the point of view from
various regions.
TEKS: 5.4B; 5.4E; 5.8A; 5.8B; 5.8C; 5.12B;
5.24D; 5.24E; 5.25B; 5.25D
4. Follow the simple rules of debate, giving each side one
response, then a rebuttal, and then open argument time, giving
all 3 sides equal time for each topic with the teacher as
moderator. Caution students to listen carefully to what is being
said and respond appropriately.
EXPLAIN
1. After the debate, students discuss what they learned about the
regional differences that led to the Civil War.
Suggested Day 5 – 20 minutes
TEKS: 5.4B; 5.4E; 5.8A; 5.8B; 5.8C; 5.12B;
5.24D; 5.24E; 5.25B; 5.25D
2. Students write a response stating what they believe were the
causes of the Civil War, noting the sectionalism issues for the
north, the south, and the west.
EVALUATE
•
Create a 3-section graphic organizer that conveys the different
sectional viewpoints (North, South, West) on critical issues that
led to the Civil War, including economic, political, social, and
geographic differences. Explain the differences by writing an
acrostic poem that reflects the causes of the Civil War. (5.4E;
5.8B; 5.12B; 5.24D, 5.24E;5.25B, 5.25D)
5B
©2012, TESCCC
10/20/12
Suggested Day 6 – 50 minutes
TEKS: 5.4E; 5.8B; 5.12B; 5.24D, 5.24E;5.25B,
5.25D
page 7 of 7