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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.