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Eighth Grade Social Studies Lesson Plans
Unit Title: Antebellum and the Civil War
Pacing Suggestions: Two days
Standards Correlation:. 8-3: The student will demonstrate an understanding of the causes and events
leading to, and the course of, the American Civil War.
Indicator:. 8-3.7: Explain how South Carolina's geographic and human systems affected the
course of the Civil War, including urban centers, farms and plantations, theland, the coast, and transportation systems.
Objective: Describe the various advantages of the North and South and explain theeffects of these advantages on the outcome of the war.
Assessment:. Introduction
As a culminating activity, each student will write an expository essay explainingwhich of two fictional countries would win a civil war and explain why he/shethinks that particular country would win.
. TimeframeThe assessment will be assigned at the beginning of the lesson. Students will beassigned the assessment piece at the end of Activity 2. The assessment itselfshould take 45 minutes of a 75 minute class period.
. Materials
The following materials will be needed for this activity:Sheet "Vital Statistics" (See attachment.) "Implementing the South CarolinaSocial Studies Standards." Blankenship, Glen, 2003Map of Tangmaniaand Gagoola (See attachment.) "Implementing the SouthCarolina Social Studies Standards." Blankenship, Glen, 2003Transparency of map of Tangmania and Gagoola
. Instructions
Each student will look at the table "Vital Statistics" and the map of Tangmaniaand Gagoola. The teacher will explain that Gagoola had once belonged toTangmania and had decided to go its separate way to form its own country.Each student will assess the advantages and disadvantages of each country andpredict who would win a war. The student will write an expository essay with theprediction and the justification for the prediction. When everyone is finished, the
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teacher will put the transparency of the map on the overhead. The teacher willthen turn the transparency to show that the imaginary countries are really theUnited States and the Confederate States of America.
. Differentiation for Diverse Learners/Levels of AbilityThe teacher will need to monitor and adjust this assessment as needed for thelevel and diversity of each student.
. Scoring RubricSee attached rubric for "Writing Assignment Rubric." Jacobs, Heidi HayesAlternative Assessment. Upper Saddle River, New Jersey: Prentice-Hall, 2000.
Writing Assignment Rubric
Distinguished - Proficient- Limited - Unsatisfactory-A B C D
CONTENT:Introduction Attitude is defined; Thesis is clear; Unclear; Introduction is
thesis is clearly focused; provides direction fonnulaic; not incomplete, ineffective,subject is significant for activity creative or missing
Idea Development Interesting; Clear and Simplistic; Absent or ineffectivesophisticated; insightful thoughtful uneven in
quality; lackingin relevance
Support or Evidence Detailed; accurate; Sufficient and Uneven Vague, missing, orconvincing accurate inaccurate
Word Choice Engaging and powerful Appropriate to task Uneven Limited, monotonous, orchoice of words inavprovriate
Conclusion Extends; connects; Purposeful and Summarizes Absent, incomplete, orcomments on topics perceptive previously stated unfocused
infonnation
ORGANIZATION:
Topic Sentences Clearly related to thesis; Comprehensive Provides bland Absentcomprehensive; and logical restatement ofincorporates effective thesis; narrow ortransitions inaccurate
Paragraph OrderContributes to an Demonstrates a Ineffective or Random
effective argument; clear plan inconsistentreinforces the content
Transitions Effective and varied Clearand Mechanical Absentfunctional
MECHANICS:
Sentence Structure Complete; varied; Complete and Variety is Repetitious; fragmentsinteresting correct present; some and run-ons are frequent
errors areevident
Punctuation/SpellingError-free Errors present but Careless or Block meaning
do not interfere distractingwith meaning
Voice Distinctive; appropriate Clear and authentic Mechanical; Unclearto task and audience fonnulaic
VITAL STATISTICS
Look at the following statistics of Tangmania and Gagoola, and predict the winner ofa civil war between the two countries based on the evidence.
Tanmania GaoolaPopulation 22 million people 11 million people
Industry 850 factories 150 factories9000 tons of steel and iron 1000 tons of steel and iron
Agriculture 1.2 million acres of 800,000 acres of farmlandfarmland
GNP 75 billion 25 billion
Exports $60,000,000 $40,000,000
Military 227 ship navy 21 ship navy; experiencedleaders and soldiers
Railroads 6500 miles of track 3500 miles of track
Generalizations Urban, industrial, dominates Rural, agricultural focusthe seas
MAP OF TANGMANIA AND GAGOOLA
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Activity 1. Introduction
Students will be paired to find infonnation about factors of the North versus theSouth.
. Timeframe
This activity could be completed in a 75-minute class period or introduced inclass and completed for homework.
. Materials
The following materials will be needed for this activity:Textbook- SouthCarolinaTheHistoryof anAmericanStateSheet - "The North Versus the South" (See attachment.) South Carolina TheHistory of an American State. Blackline Masters. Selma, Alabama: ClainnontPress, 2000
The North Versus the South
Complete the graphic organizer by filling in the correct information about each of thefactors involved with the North and South.
Factor North SouthPopulation
Number of states
Industrial or agriculturalbased economy
Share of railroads
Percentage of nation'swealth
Attitude towards slavery
Percentage of factories
Monetary system in place
Military tradition
The North Versus the South(Answer Key)
Factor North South .,
Population 22 million 9 million
Number of states 28 11
Industrial or agricultural Industrial-based economy Agricultural-basedbased economy economy
Share of railroads Two-thirds One-third
Percentage of nation's 75 percent 25 percentwealth
Attitude towards slavery Against For
Percentage of factories More than 80 percent Less than 20 percent
Monetary system in place Yes No
Military tradition Somewhat Strong
. Instruction
Students will be paired. Each pair will be responsible for researching theinformation for the graphic organizer.
. Differentiation for Diverse Learners/Levels of AbilityStudents of varying abilities and learning styles will be grouped together.
. Informal and Formal Assessment SuggestionsThe teacher can assess by observation, questioning, or grading final work.
Activity 2. Introduction
Students and teacher will discuss each factor in the graphic organizer and explainhow each factor can determine the outcome of a war.
. Timeframe
This activity could be completed in 30 minutes of a 75-minute class period.
. Materials
The following materials will be needed for this activity:Textbook - South Carolina The History of an American StateSheet- "The North Versus the South" (See attachment.) South Carolina TheHistory of an American State. Blackline Masters. Selma, Alabama: ClairmontPress,2000
. Instruction
Students and the teacher will discuss each factor in the graphic organizer andexplain how each factor can determine the outcome of the war. For example,looking at the first factor (population), students should point out that having ahigher population would mean that a country would have more soldiers and,therefore, have the advantage of losing more soldiers in battle. All other factorsshould be discussed.
. Differentiation for Diverse Learners/Levels of AbilityStudents of varying abilities and learning styles will be paired together.
. Informal and Formal Assessment SuggestionsThe teacher can assess by observation or questioning.