war divides a nation: 6th grade

8/13/2019 War Divides a Nation: 6th grade

1/22

Heather Creighton Fall 2013

EDUC 232

Unit Plan: War Divides a Nation

The purpose of this unit will be to create understanding of the tremendous change that

occurred in America during the Civil War. During this time there was much conflict. That

conflict involved change, compromise, and surrender. These concepts of change, compromise

and surrender are concepts throughout history and still exist today. This unit will also discuss

ordinary people making profound impacts, making them heroes. Many of these heroes took

risks. These risks involved danger and possible death. But these heroes took risks and made

great sacrifices for the benefit of others. I want students to reflect on their own lives by learning

about change, how this change occurred, and the risks involved. Students will have the

opportunity to share their own thoughts about these changes, sacrifices, and risks taken by other

people to benefit the greater good. I want students to be able to reflect on what is worth fighting

for, and who makes the decision. The events in history allow us to reflect on these concepts and

apply to questions we have in our own lives today.

The learning objectives for this unit from the common core for 6th

grade social studies are

as follows:

Understand concepts such as chronology, causality, change, conflict, and complexity,understand historical periods and patterns of change within and across cultures, such as

the rise of civilizations, the development of transportation systems, the growth and

breakdown of colonial systems, and others.

A timeline will be kept on the board showing chronology of before, during and after thewar. This timeline will help in showing at what time things changed. Lessons will touch

on change, conflict. This unit will discuss the rise, fall, and final breakdown of the South,

the growth in the North, and the development of the Underground Railroad as a means of

transportation.


2/22


EDUC 232

Understand that specific individuals and the values those individuals held had an impacton history.

Many historical figures and their impact on the Nation and people will be discussed.

Most focus will be on Harriet Tubman and Abraham Lincoln

Understand significant events and people, including women and minorities, in the majoreras of history.Significant events discussed will be the Underground Railroad, the Missouri

Compromise, Fugitive Slave Law, Compromise of 1850, Kansas-Nebraska Act, the Battle

of Gettysburg, the Gettysburg Address, and the 13th, 14

th, and 15

thAmendments. The unit

will discuss the people involved in these events.

I want students to understand the events in history that impacted our nation today.

Students should be able to make connections on the fundamental changes that happened during

the Civil War. I want students to analyze different ways to resolved conflict, whether good or

bad; and why this conflict existed in the first place. Students will be allowed throughout the unit

to reflect on What is worth fighting for? And who decides?. Students will make connections

using examples during the Civil War and their own lives. These answers may change throughout

the lesson.

The instructional strategies in this lesson will include lecture/interactive presentation,

questioning, concept formation. Many of the lessons will begin with a question for students to

reflect upon and record thoughts/answers in their journal. These questions will serve the purpose

of leading into lecture of the day, reflection on different content/concepts being taught and as

scaffolding throughout the unit. These different types of questions will be valuable in assessing

diverse learners. The different questions will help in scaffolding student learning. The lecture

portion of the lesson will be a short part of the lesson, but allow me to relay information essential

for students to answer their questions and scaffold their learning. The lecture will involve video,

discussing timeline and map on wall, and building vocabulary using a word wall. As vocabulary


3/22


EDUC 232

builds during unit, words will be added to the wall for students to see daily as a reminder and for

review. This not only helps the general student but gives a visual for diverse learners.

Formative assessments used in the unit will be journals, entry/exit slips, a R.A.F. T.

activity, a speech, graphic organizers, and newspaper article. Scaffolding will take place through

adding to a graphic organizer throughout the unit and revisiting essential questions. Student will

apply their understanding through creating a letter (R.A.F. T.), speech and newspaper article.

Summative assessment will take place through a unit test and a performance assessment. The

students will be required to recall knowledge of vocabulary and facts during Civil War. They

will also have short answer questions that call for making connections and drawing conclusions.

The performance assessment will assess their ability of show understanding of the four essential

questions.

Challenges may arise with diverse learning needs of students. I plan to have the

classroom organized in such a way that four students are grouped at a table (or four desks)

together working as a cooperative learning group. I believe grouping gifted or students learning

at a higher level in groups together. This will allow me to find more challenging

assignments/questions (if needed) and assess their learning more efficiently. I believe grouping

student with special needs, such as ELL or receiving special education services will require

special grouping. It will be important to know the needs of each student to make decision on

grouping. I may also find alternate methods of assessment. For example, if diverse learners

struggle to communicate in writing, they may need to draw pictures in their journals to

communicate their understanding. Another challenge that may arise could involve differences of

cultures. Due to the discussion of slavery and emancipation of African Americans, challenges

they faced, I will need to be sensitive to issues that may arise. It will be important to make


4/22


EDUC 232

connections to the different challenges that different cultures face. The two different assessment

tools will not only allow me to assess knowledge of all students, but provides different

assessment strategies that may allow me to make accommodations. For example, if a diverse

learner struggles to read or write, they may have trouble taking the unit test. Although there are

the options of the students presenting information to me orally, I believe the performance

assessment will allow me to make sure the student understands the content/concepts. I realize

some of the questions posed during the unit may lead to different discussions around different

issues and I am excited to see the learning that takes place in studying this part of history.


5/22

Unit Concept or Theme: A War Divides a NationGrade level: 6thgradeLength of unit: 15 days (3 weeks)

Stage 1 Desired Results

Meaning

Enduring Understandings/Generalizations:

The Civil War was a time of tremendous change in

American History Resolving conflict often involves change, compromiseand/or surrender Ordinary people can make profound impacts. Heroesoften take risks.

Essential Questions:

What is worth fighting for? Who decides?

What are possible rewards/consequences of taking risks?

How was America fundamentally changed during the CivilWar?

What is the best way to resolve conflict?

Knowledge & Skills Acquisition

Learning Goals: (e.g., Iowa/Common core standards.)

Understand concepts such as chronology, causality, change, conflict, and complexity. Understand historical periods and patterns of change within and across cultures, such as the rise of civilizations, the

development of transportation systems, the growth and breakdown of colonial systems, and others. Understand that specific individuals and the values those individuals held had an impact on history. Understand significant events and people, including women and minorities, in the major eras of history.

Students will know Vocabulary: Sectionalism, Slave codes, Battle of

Gettysburg, Free state, Kansas-Nebraska Act, Union,Emancipation Proclamation, Underground railroads,Compromise of 1850, Secede, Border state, Draft, Slavestate, Total war, Missouri Compromise, Fugitive SlaveLaw, Civil war, Confederacy, Gettysburg Address

Different beliefs of North and South leading to Civil War

Students will be able to Compare the differences between of the North and South

(economies, population, views on slavery, strategies, goals,war)

Identify the role slavery played in the South in the mid 1800s

Explain how/why views about slavery differed in North andSouth.

Describe the lives of free African Americans in the North and


6/22

The different ways African Americans resisted slavery

How the two sides attempted compromise.

The final piece that led to Civil War (the 11 southernstates seceding).

Strategies in war for North and South

Advantages/disadvantages of North and South

Different technologies used by North and South duringwar.

Timeline of events during Civil WarOther key concepts:

Taking risks

Compromise

Sacrifice

Resolving conflict

South.

Construct a speech on the life of Harriet Tubman

Make connections between different types of compromise.

Identify the immediate cause of the Civil War

Analyze President Lincolns Civil War goals as expressed inthe Gettysburg address.

Evaluate the impact of the Reconstruction Acts.

Reflect on the idea of taking risks, what is worth fighting forand who decides.

Describe how compromise and surrender work in solvingconflict.

Resources/Materials:Textbook : Social Studies: Building a NationBook: Harriet Tubman and the Promised Land by Jacob LawrenceJournalsElmoTimeline on wallMap on wallComputer and projector for powerpoints and videosComputers for students to use to research for performance assessment.

Stage 2Evidence (Assessment)

Types of assessment: Selected-Response (tests, quizzes); Personal Communication (interview, oral exam,discussion); Written Response (short constructed response questions, entrance/exit slips, essays); PerformanceAssessment (role-play, Simulation, labs, dramatization)


7/22

Pre-assessment:

Students will read excerpt You Are There-North and South Grow Apart

Entry slip/journal with question:Give an an example of nations that have collapsed or divided? Or other examples of division? What caused this division?What differences of opinion could lead to friction between different parts of a nation?

These leading questions will help organizing groups for performance assessment and cooperative learning activities.

Formative Assessment:

Journals

Entry/exit slips

Graphic organizers

Written speech

R.A.F.T. activity

Harriet Tubman and the Promised Land Read Aloud

Formative assessments will return to focusing on ideas in essential questions applied to different topics. Students will revisitthese same questions and record their thoughts/answers in their journals/entry slips/exit slips.


8/22

Summative Assessment:

End of Unit Test-will require recalling knowledge, drawing conclusions, comparing & contrasting, and stating main idea.

Performance AssessmentON DISPLAY-students will display their work in their own museum display at their table.Their display will focus on the 4 essential questions. What is worth fighting for? Students will return to what they wrote in their journals and display their conclusion.

May have pictures to display their conclusion they f ind in research. What are possible rewards/consequences of taking risks?- Students will display a person during the civil war

that took a risk. They will discuss possible rewards/consequences of taking those risks. How was America fundamentally changed during the Civil War?- This is where you could show a timeline and

how changed occurred. What is the best way to resolve conflict?- students will discuss their ideas of change, compromise, and surrender.

Stage 3 Learning Plan


9/22


10/22

War Divides the NationMonday Tuesday Wednesday Thursday Friday

Wrap up prior unit and

ask students to read

You Are There-North

and South Grow Apartin preparation forbeginning unit on War

Divides a Nation

1

Opening Exercise: T/P/S

What might cause anation to break apart?

Discuss reasons

To activate backgroundknowledge, askstudents if they know of,

or have heard of,

nations that have

collapsed or divided?

Or any other examplesthey can provide of

division? What caused

these problems? What

kinds of differences ofopinion could lead to

friction between

different parts of a

2

Opening Exercise:

"Only those who riskgoing too far can

possibly find out how far

they can go."

T.S. Eliot

(Students will write what

they think Patrick Henry

was talking about in

their journals)

Students will watchHariett Tubman

documentary (8min)

Read aloud : Harrietand the Promised Land

Discuss the risks Harriet

took.

3

Students will have 15

minutes to finalize

speeches and then will

share speeches with class.

This unit will be towards

the end of the year andhopefully class will be

comfortable sharing

speeches. May share

speeches in cooperative

groups only, if decided.

Exit slip(record in journal):

What is worth fighting for?Who decides?

4

Opening Exercise:

What does the wordcompromise mean?

Use examples to

describe your definition.

Will do a word study onthe word compromise

Cooperative groups willwork on listing main

features of:Missouri Compromise

Fugitive Slave Law

Compromise of 1850

Kansas-Nebraska Act(using textbook). Will

complete 4 square

graphic organizer.

5

Opening Exercise:

Do you know theimmediate cause of the

war? What are some

things that could cause

the immediate start ofwar? (record in journals)

Watch History Channel

America Divided

(4min)

Lecture: Beginning of

War

Lincoln asPresident and his

view on war

Goals of North


11/22

nation? Students will

record these ideas intheir journal.

Lecture (PPT):

Differences betweenNorth and South.

economies andpopulations)

Role of slavery inSouth in 1800s

How views ofslavery differed in

North and South

Students will create

graphic organizer (with

columns separating

North and South)and

record differences inDifferences between

North and South injournal (will be a list kept

through out unit).

Introduce End of Unit

PerformanceAssessment (Museum

Display)

Writing a speech(one

page) (coordinated

with Language Arts inlearning speech writing)

for a museum display

(use in performance

assessment). Students

will be writing a speechexplaining Tubmans life,

explain the risks she tookand why she is

remembered today,and why she deservesstatus of hero.

Students will work intheir cooperative

groups assigned for

Performance

assessment to research

using technology andtextbooks to gather

more info for speech.

Will be required to work

on speech forhomework.

Students will share

findings in cooperativelearning groups and

add to graphic

organizers.

Using map on board,,

class will discuss (As a

whole) their findingsand teacher points to

areas on map affected

by these laws and

compromises.Discussion:Effects on country and

what compromise was

involved?

What sacrifices were

made from thesecompromises?

and South in War

(record indifferences

graphic organizer

in journal)

Advantages anddisadvantages in

North and South

Strategies ofNorth and South

Student will record

differences in journal in

Differences between

North and South

graphic organizer.

Vocabulary wall:

Sectionalism

Discuss timeline

Vocabulary wall:

Slave codesUnderground railroad

Fill out timeline Fill out timeline

Vocabulary word wall:

Free state

Slave stateMissouri Compromise

Fugitive Slave LawCompromise of 1850

Kansas-Nebraska Act

Fill out timeline

Vocabulary word wall:

Secede

ConfederacyUnion

Border stateCivil war

Fill out timeline

6 7 8 9 10


12/22

Opening activity:

Review differences of

North and South goalsand strategies,

advantages anddisadvantages.

Watch video:

Confederate vs. Union

Soldiers(3 min)

T/P/S How do you think

Soldiers felt during war?

Read 2 short excerpts of

soldier letters from war(in textbook).

R.A.F.T. Activity:

Students will write a

letter from the soldiers

point of view. Thestudent has the choice

of writing from aConfederate or Union

soldier point of view.

The soldier will be writing

their family at home,describing their firstexperience during war.

They will describe the

generals, the

technologies they use,strategies and their

feelings about fighting.

Journal: Add/change

anything to the question

Exit slip: Return to

question answered on

day 3 and add to

Opening activity:

What does the word

emancipate mean?

T/P/S will share at table

(of 4) what theirdefinition is. Wil l have

sharing whip and each

table will share

definition.

Lecture:

How Lincolnspriorities on

slavery changed.

How EPimpacted slaves

in North and

South.

Difficultiesinvolved with EP.

Watch video: After theemancipation(4min)

Quote on board:

Slaves within anystatein rebellion

against the United

States, shall bethenand forever free

Exit slip: Why did someslaves not gain their

freedom after this

proclamation?

Opening activity:

What may cause a person

to compromise orsurrender?

Watch video: GettysburgBattle Strategy

Lecture:

Battle atGettysburg events

Discuss location ofevents (showing

map) and impact

of location

Communicationissues during battle.

Watch video: Last

Charge at Gettysburg

(4min)

Exit slip: How did

communication leadingup to battle and during

battle impact resolvingconflict?

Opening Activity:

Watch Video: The Great

Task

Give out copy of

Gettysburg Address.Allow students to read

and fill out Double Entry

Journal. They write

quotes from Address on

left side and their

thoughts of what thosequotes mean on the

right side.

Will have class sharing

whip (each person in

class will share one thingfrom Gettysburg

Address and what itmeant to them).

Exit slip: return to

question in journal and

add to question.

What is worth fighting

for? Who decides?Read historical

newspaper article onReconstruction for

homework.

Opening Activity

What were the goals of

reconstruction?

Lecture:

Describe 13th,14th, 15thamendments.

Impacts oncountry

Impacts onAfrican

Americans

Students will create a

newspaper articledescribing the new

rights under the

Amendments for

African Americans.


13/22

question What is worth

fighting for? Whodecides?

Vocabulary wall:

draft

Fill out timeline

Vocabulary wall:

Emancipation

Proclamation

Fill out timeline

Vocabulary wall:

Battle of Gettysburg

Total war

Fill out timeline

Vocabulary wall:

Gettysburg Address

Fill out timeline

11Finish newspaper article

Unit Test Review Game

12Unit Test

13Watch video: School as

Museumkidcurators.com

(7min)

Show example of teacher

museum display.

Students will begin

working on museumdisplay

14Work Day: Museum

Display

15Present Museum

Displays

16 17 18 19 20


14/22

Unit Test: A War Divides a Nation (61 point total)

Directions: Match each term in the box with its clue/definition. Write the term/word on the line

provided. (2 points each)

SectionalismSlave codes


Free stateKansas-Nebraska Act

Union

Emancipation ProclamationUnderground railroads

Compromise of 1850

SecedeBorder state

DraftBattle of Vicksburg

Slave stateTotal war

Missouri Compromise

Fugitive Slave LawCivil war

ConfederacyGettysburg Address

1. The ____________ granted freedom to slaves in any Confederate states that were stillbattling the Union.

2. A method of warfare designed to destroy the opposing army and the peoples will to fight_______________3. Both the North and the South instituted the _____________ to get men to fight in the

war.

4. Law controlling behavior of slaves. _________________.5. States that do not permit slavery. _________________.6. Loyalty to a part of a country not to the whole country. _______________.7. The people of each territory were allowed to decide whether it should be free or slave.

___________.

8. California became a free state and the Fugitive Slave Law was passed. ______________.9. Escaped slaves had to be returned to their owners, even if they had reached Northern

states where slavery was not allowed. _______________.

10.To break away from a group, as the Southern states broke away from the United States in1861. __________________.

11.During the Civil War, a state between the Union and the Confederacy that allowedslavery but remained in the Union. ________________.

12.Confederate States of America formed by the 11 Southern states that seceded from theUnion. ______________________

13.Famous Civil War speech given by President Lincoln in 1863 at the sight of the Battle ofGettysburg. __________________.

14.___risk15.___compromise16.___surrender

a. cease resistance to an enemy or opponentand submit to their authority.

b. A factor, thing, element, or course

involving uncertain dangerc. an agreement or a settlement of a dispute

that is reached by each side making

concessions


15/22

Circle the correct answer (1 points each)

17.Which of the following describes what slaves were doing when they resisted slavery?a. Fighting their familiesb. Fighting against rulesc. Being stubbornd. Fighting for their freedom

18.What means did Harriet Tubman and others use to help slaves reach freedom in theNorth?

a. Underground Railroadb. Churchesc. Schoolsd. Amistad rebellion

19.Which of the following describes the lifestyle of free African Americans?a. They lived in fear of losing their freedomb. They lived the same as white citizensc. They lived as paid slavesd. They received many benefits

20.What problem did the Missouri Compromise solve?a. Southern states wanted to admit a free stateb. Northerners did not want more slave statesc. Missouri had to choose to be a free state or a slave stated. Missouri wanted to join the United States as a free state

21.What led to violence in Kansas in 1854?a.

Northerners and Southerners disagreed over the results of the slavery vote

b. People voted for Kansas to be a slave state.c. People voted for Kansas to be a free stated. Nebraska was split into Kansas and Nebraska

22.Which of the following is a reason Southern states seceded from the Union?a. They wanted to support the Unionb. They wanted to abolish slaveryc. They wanted their own flagd. They wanted to keep slavery

23.What officially started the Civil War?a. Battle at Fort Sumterb. Disagreements between the North and the Southc. Disagreements between Lincoln and Davisd. Disagreements between abolitionists and slave owners


16/22

24.How did new technology affect the war?a. Women could join the forcesb. Battles were less deadlyc. Soldiers healed more quicklyd. Soldiers could use weapons more accurately

25.Which best describes total war?a. Destroy all buildings and farms that might help the enemy winb. Destroy all weaponsc. Destroy anything that might help the enemy win, including the peoples will to fight.d. Destroy all military establishments in enemy territory

26.Which of the following describes the Battle of Gettysburg?a. Lee and Pickett battled against each other, and the North wonb. Lees retreat to Virginia won the battle for the Southc. The Pennsylvania battle was won by the Southd.

The three day struggle was won by the North

Use complete sentences to answer questions 1-5. Use separate sheet of paper if you need more

space. (4 points each)

What was the underlying issue the Missouri Compromise was intended to address? Was it

successful or not? (Draw conclusions)

What was one similarity and one difference in the lifestyles of free African Americans in the

North and slaves in the South?

How did the South plan to win the war?

How as life difficult for the soldiers during the war?

Why did Reconstruction include the Thirteenth, Fourteenth, and Fifteenth Amendments? (Make

inferences)


17/22

Unit Test: A War Divides a Nation (61 point total)

Directions: Match each term in the box with its clue/definition. Write the term/word on the line

provided. (2 points each)

SectionalismSlave codes


Free stateKansas-Nebraska Act

Union

Emancipation ProclamationUnderground railroads

Compromise of 1850

SecedeBorder state

DraftBattle of Vicksburg

Slave stateTotal war

Missouri Compromise

Fugitive Slave LawCivil war

ConfederacyGettysburg Address

1. The _Emancipation Procolamation____ granted freedom to slaves in any Confederatestates that were still battling the Union.

2. A method of warfare designed to destroy the opposing army and the peoples will to fight_Total war_______3. Both the North and the South instituted the _draft_____ to get men to fight in the war.4. Law controlling behavior of slaves. __slave code______.5. States that do not permit slavery. _free state__________.6. Loyalty to a part of a country not to the whole country. ___sectionalism_____.7. The people of each territory were allowed to decide whether it should be free or slave.

___Kansas Nebraska Act________.

8. California became a free state and the Fugitive Slave Law was passed. Compromise of1850___.

9. Escaped slaves had to be returned to their owners, even if they had reached Northernstates where slavery was not allowed. _Fugitive Slave law__.

10.To break away from a group, as the Southern states broke away from the United States in1861. __secede_______.

11.During the Civil War, a state between the Union and the Confederacy that allowedslavery but remained in the Union. ___border state____.

12.Confederate States of America formed by the 11 Southern states that seceded from theUnion. _____Confederacy______

13.Famous Civil War speech given by President Lincoln in 1863 at the sight of the Battle ofGettysburg. _Gettysburg Address_____.

14._b__risk15._c__compromise16._a__surrender

a. cease resistance to an enemy or opponentand submit to their authority.

b. A factor, thing, element, or course

involving uncertain dangerc. an agreement or a settlement of a dispute

that is reached by each side making

concessions


18/22

Circle the correct answer (1 points each)

17.Which of the following describes what slaves were doing when they resisted slavery?a. Fighting their familiesb. Fighting against rulesc. Being stubbornd. Fighting for their freedom

18.What means did Harriet Tubman and others use to help slaves reach freedom in theNorth?

a. Underground Railroadb. Churchesc. Schoolsd. Amistad rebellion

19.Which of the following describes the lifestyle of free African Americans?a. They lived in fear of losing their freedomb. They lived the same as white citizensc. They lived as paid slavesd. They received many benefits

20.What problem did the Missouri Compromise solve?a. Southern states wanted to admit a free stateb. Northerners did not want more slave statesc. Missouri had to choose to be a free state or a slave stated. Missouri wanted to join the United States as a free state

21.What led to violence in Kansas in 1854?a.

Northerners and Southerners disagreed over the results of the slavery vote

b. People voted for Kansas to be a slave state.c. People voted for Kansas to be a free stated. Nebraska was split into Kansas and Nebraska

22.Which of the following is a reason Southern states seceded from the Union?a. They wanted to support the Unionb. They wanted to abolish slaveryc. They wanted their own flagd. They wanted to keep slavery

23.What officially started the Civil War?a. Battle at Fort Sumterb. Disagreements between the North and the Southc. Disagreements between Lincoln and Davisd. Disagreements between abolitionists and slave owners


19/22

24.How did new technology affect the war?a. Women could join the forcesb. Battles were less deadlyc. Soldiers healed more quicklyd. Soldiers could use weapons more accurately

25.Which best describes total war?a. Destroy all buildings and farms that might help the enemy winb. Destroy all weaponsc. Destroy anything that might help the enemy win, including the peoples will to

fight.

d. Destroy all military establishments in enemy territory26.Which of the following describes the Battle of Gettysburg?

a. Lee and Pickett battled against each other, and the North wonb. Lees retreat to Virginia won the battle for the Southc.

The Pennsylvania battle was won by the South

d. The three day struggle was won by the NorthUse complete sentences to answer questions 1-5. Use separate sheet of paper if you need more

space. (4 points each)

What was the underlying issue the Missouri Compromise was intended to address? Was it

successful or not? (Draw conclusions)

Possible Answers: The Missouri Compromise was intended to address the issue of balance

of power between free and slave states; it was successful for awhile because it maintained

the balance by allowing one free state and one slaves state to join the Union at the same

time.What was one similarity and one difference in the lifestyles of free African Americans in the

North and slaves in the South?

Possible answer: different: many free African Americans in the North found jobs and

bought property. Slaves were not paid for their work.

Alike: Both slave and free African Americans struggled for their freedom

How did the South plan to win the war?

Southerners planned to wear down the north because they believed that northerners would

quickly grow tired of fighting and give up. They were also hoping to get aid from Britain.

How was life difficult for the soldiers during the war?

Possible answers: supplies were short, and soldiers had to make do with food they disliked.

They had to walk long distances and often wore out their shoes before new ones arrived.

They were exposed to harsh weather conditions with no protection. They suffered and died

from disease and infection.


20/22

Why did Reconstruction include the Thirteenth, Fourteenth, and Fifteenth Amendments? (Make

inferences)

Possible answer: The goal of Reconstruction was to rebuild and heal the nation. Abolishing

slavery was the first step in recognizing African Americans as valuable people. Granting

citizenship and the right to vote helped make all men equal.


21/22

Performance Assessment: ON DISPLAY

You will create a museum display at your table with your group. Each person at the table will

choose one of the four squares to present as a part of the museum display. Each square is worth

10 points with a 40 point total.

1. Students will work together on each square. Gathering materials created during unitand gathering new from research on internet or materials in class.

2. Once each squareis completed on display board, each student will pick a squaretopresent as a part of their tables museum.

3. Rubric will describe requirements for each square.What is worth fighting for? Who decides?-

Students will return to what they wrote in their

journals and display their conclusion. May

have pictures to display their conclusion they

find in research.

What are possible rewards/consequences of

taking risks?- Students will display a person

during the civil war that took a risk. They will

discuss possible rewards/consequences of

taking those risks.

How was America fundamentally changed

during the Civil War?- This is where you

could show a timeline and how changed

occurred.

What is the best way to resolve conflict?-students will discuss their ideas of change,

compromise, and surrender.


22/22

Performance Assessment Rubric (40 pts)

What is worth fighting for? Who decides?-

_____Gives at least one (or more) example and

describe an event during Civil War that was

worth fighting for. (5 pts)_____Gives a personal example of event/cause

worth fighting for. (5 pts)

What are possible rewards/consequences of

taking risks?

____Created biography describing a risk taker

during Civil War (6 pts)

____Included one reward of taking the risk (2pts)

____Included at least one danger of taking risk

(2 pts)

How was America fundamentally changed

during the Civil War?-

____shows at least 5 things (may add more)during the Civil War on timeline that caused

change to America (10 pts).

What is the best way to resolve conflict?-

____Gives at least 4 examples and describe ofcompromise during the war. (8 pts)

____Give at least one example and describe of

surrender during war (2 pts)

I struggled with this rubric. I started out making it a lot more detailed and then scaled it

down to be less confusing. My rationale was that I have two pieces of summative

assessment and its 6th

grade. This performance assessment will include a lot of what they

completed throughout the entire unit. (sort of like all our assignments we add to our

eportfolio).

war divides a nation: 6th grade

Documents