Gifted and Talented AIM Learning Outcomes Framework
Grade:5th
Nine Weeks: 1st
Subject:Civil War
Big Ideas: (Topics/Concepts) The cause and effect of the Civil War on American History.
Enduring Understanding (What we want students to come to understand about the “big ideas.”) By understanding cultural, political,
environmental and economic systems, students will be able to synthesize the complexity of the causes of the Civil War.
Essential Questions (Open ended to guide student inquiry and focus on “uncovering” “big ideas.”) Why was the Civil War fought?
Students will know…
Students will be able to…
Learning Outcomes:
Analyze important historical events from the American Revolution studies to the Civil War times … Louisiana Purchase - 1803, Lewis and Clark – 1804,
Trail of Tears - 1838, War of 1812, California Gold Rush – 1848, etc. (1784 – 1848)
Explore what life was like in 1860?
Compare conditions in the North and South in 1860. (Lesson 2)
Focus on Economic Systems …
(Social systems will be referenced later with slavery)
Evaluate political conditions in the North and South in 1860. (Lesson 2)
Determine how these events contribute to the cause of the Civil War: (Lesson 6)
1. Bloody Kansas
2. Election of Lincoln
3. Missouri Compromise
4. Louisiana Purchase
5. State’s Rights
6. Slavery
7. Fugitive Slave Law
8. Kansas-Nebraska Act
9. Compromise of 1850
10. Uncle Tom’s Cabin
11. Dred Scott Case
12. John Brown’s Raid
MATH:
Develop the essential skills of logical thinking, creative problem solving, intellectual risk taking, and communicating
Ask questions and explore theories
Generate new ideas
Understand the relevance of a budget and how one is created
Develop the concept of "selling" a project to an audience
Gifted Concept Goals
Goal 1: To develop understanding of the concept of cause and effect relationships
Goal 2: To develop reasoning skills with application to social studies.
Goal 3: To develop interpersonal and social group process skills.
Goal 4: To develop skills in historical analysis and primary source interpretation.
Goal 5: To develop understanding of causes of the Civil War, the major events and influential individuals of the priod, and the complex reasons
for the outcomes.
What key knowledge and skills will students acquire as a result of this unit?
Six Facets of Understanding: Explanation, Interpretation, Application, Perspective, Empathy, Self-Knowledge
Bloom’s: Remembering, Understanding, Applying, Analyzing, Evaluating, Creating
Priority TEKS
Social Studies 113.16
4(E) Identify the causes of the Civil War, including sectionalism, states' rights, and slavery, and the effects of the Civil War, including Reconstruction and the
13th, 14th, and 15th amendments to the U.S. Constitution;
12(B) Evaluate the effects of supply and demand on business, industry, and agriculture, including the plantation system, in the United States.
(24) Apply critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is
expected to:
(A)differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual
material; documents; and artifacts to acquire information about the United States;
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
(D) identify different points of view about an issue, topic, or current event; and
(E) identify the historical context of an event.
(25) Communicate in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in verbal and written communication;
(C) express ideas orally based on research and experiences;
(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and
(E) use standard grammar, spelling, sentence structure, and punctuation.
(26) Use problem-solving and decision-making skills, working independently and with others, in a variety of settings. The
student is expected to:
(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose
and implement a solution, and evaluate the effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take
action to implement a decision.
English Language Arts 110.16
(1) Read grade-level text with fluency and comprehension.
(2) Understand new vocabulary and use it when reading and writing.
(3) (C) Explain the effect of a historical event or movement on the theme of a work of literature.
(13) (B) Interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.
(15) Use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
(16) Write literary texts to express ideas and feelings about real or imagined people, events, and ideas.
(18) Write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
(20) Understand the function of and use the conventions of academic language when speaking and writing.
(21) Write legibly and use appropriate capitalization and punctuation conventions in compositions.
(22) Spell correctly.
(23) Ask open-ended research questions and develop a plan for answering them.
(24) Determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information
gathered.
(25) Clarify research questions and evaluate and synthesize collected information.
(26) Organize and present ideas and information according to the purpose of the research and audience.
(27) Use comprehension skills to listen attentively to others in formal and informal settings.
(28) Speak clearly and to the point, using the conventions of language. Students are expected to give organized presentations employing eye contact,
speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.
(29) Work productively with others in teams. Students are expected to participate in student-led discussions by eliciting and considering suggestions
from other group members and by identifying points of agreement and disagreement.
Mathematics 111.17
5.1A: Use place value to read, write, compare, and order whole numbers through the 999,999,999,999
5.1B: Use place value to read, write, compare, and order decimals through the thousandths place.
5.3A: Use addition and subtraction to solve problems involving whole numbers and decimals;
5.3B Use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology);
5.3C Use division to solve problems involving whole numbers (no more than two-digit divisors and three-digit dividends without technology), including
interpreting the remainder within a given context;
5.4: Estimate to determine reasonable results. The student is expected to use strategies, including rounding and compatible numbers to estimate solutions
to addition, subtraction, multiplication, and division problems.
5.6 Describe relationships mathematically. The student is expected to select from and use diagrams and equations such as y = 5 + 3 to represent
meaningful problem situations.
Science 112.16
(2)(G) Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate
information.
Plan for Learning
Lesson/Activity/Subject
“What” Content
“How” Process/Strategies
“Do” Performance/Evaluation
Gifted Goal: 2,4,5
American Revolution
Western Expansionism
Lewis and Clark
49ers and Gold Rush
Trail of Tears
Missouri Compromise
Make inferences, based on evidence
Entire class investigates timeline of
events to discuss how these major
events shaped America … lifestyles,
ideals, viewpoints, needs, etc.
W&M Lesson 1
Students can predict … What was
life like in 1860 prior to the Civil War
battles?
Investigate Civil War slang of the
time period to predict meanings …
share and discuss with others …
apply slang through written
expression or conversation in class
Map of 1860 … Students can predict
how many states were part of the
Union or Confederacy as well as
how many slave states … THEN SW
identify the Union, Confederate, and
border states on a map… How do
these states apply to the use of
slave labor?
Economic Systems of the North &
South
Analyze similarities and differences
among cultural groups
Set up information of Economic
Differences between the North and
the South …Factories vs. Mills,
labor, production, population, etc.
Advantages of the North and the
South Students can DEBATE which
is better during this time period … to
live in the North or the South and
WHY?
Study Eli Whitney’s invention of the
Cotton Gin … how did this affect the
process of pulling seeds from cotton
… Eli Whitney’s invention of the
cotton gin was a boon to cotton
growers, but it also encouraged the
spread of slavery.
Evaluate both sides of the issue, and
decide whether or not the cotton gin
was a “necessary evil.”
As the defense attorney or the
prosecutor at Mr. Whitney’s trial,
deliver your summation to the jury.
Gifted Goal: 2,4,5
W&M Lesson 2
Gifted Goal: 1,3,5
(Everyday Life … the Civil War)
Chapter 2 - pages 10 – 15
Under the banner, “COTTON IS
KING,” deliver a two-minute speech
from the point of view of a southern
planter (or his wife) dramatizing your
feelings about your lifestyle, slavery,
and secession.
Draw a map with a legend recording
four products of the north-eastern
states and four products of the
southern states in 1860.
W&M Lesson 3
Gifted Goal: 1,3,5
W&M Lesson 4
Gifted Goal: 1,2,3,4,5
Evaluate the causes and events
leading to the CW… slavery,
Missouri compromise, Fugitive Slave
Law, Compromise of 1850, Uncle
Tom’s Cabin, Kansas-Nebraska Act,
Dred Scott Decision, John Brown’s
Raid, Lincoln’s Election, confederate
States of America, Attack on Fort
Sumter.
Analyze historical situations for
cause and effect
Formulate multiple perpectives on a
given issue
Make inferences, based on evidence
Road Map to the CW.
Students study events that have
created the “ROAD TO THE CIVIL
WAR” through a ports of call lesson
OR a jigsaw format, etc. SW draw
out and write facts on their (rail)
Road to the Civil War as a visual
showing these important events and
the impact that they had. Have
students pick the 2 or 3 most
important events (in their opinion)
and they will debate or persuade
others to understand the immense
significance of this event. Poll the
class on what their opinion is to the
most important events … after
debates and persuasions … poll the
class again and see WHY students
may have changed their answers!
And As a reporter for a New York
newspaper in 1858, assemble the
events which led to the nickname
“Bleeding Kansas.” Arrange and
write an article to help an article to
help your readers understand the
term.
John C. Calhoun and Henry Clay
had very different opinions about
American society in the early 1800’s.
Distinguish between their ideas in
four areas of concern, and construct
positions.
Write a pamphlet exploring northern
and southern attitudes toward John
Brown and Harpers Ferry.
Determine whether John Brown’s
actions polarized northern and
southern opinions, and write your
conclusion and its supporting
evidence as the last one-third of
your pamphlet.
Examine the emotional conflict
within a Kansas farmer (or his wife)
regarding Manifest Destiny and the
expansion of slavery. Deliver a
monologue to your spouse.
Students decide if they thought war
was or was not necessary based on
the events leading to the battles …
Could or should history have been
altered? How and WHY?
Civil War Simulation – Integrate daily
life of a solider (Scholastic)
Optional MATH Texas Performance
Standards Project 2 Instant
Millionaire (Grade 5) © 2008 Texas
Education Agency
Algebra for All – Equivalence and
Equations
Hands On Equations
Mindstorm optional
How many soldiers can you supply?
“Predict” the percent of each cost
Share prediction
Research
Fill out spreadsheet
Present
Budget $250,000
Students divide into groups
Cost of equipment for Civil War
soldier in today’s economy
Restrictions on spending: no food,
no drink, only 2 combat weapons
Create spreadsheet of cost:
clothing, health/medicine,
entertainment, household goods,
misc., weapons